The School Janitor 



A STUDY OF THE FUNCTIONS AND ADMINISTRA- 
TION OF SCHOOL JANITOR SERVICE 



A Thesis Submitted to the Faculty of Graduate Studies of 
George Washington University, in Part Satisfaction of 
the Requirements For the Degree of Doctor of Philosophy 



BV 



JOHN ABSALOM GARBER 

A. M. 1915 George WMhington University 
1920 



LB3a3K 



DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1922, No. 24 



THE SCHOOL JANITOR 

A STUDY OF THE FUNCTIONS AND ADMINISTRA- 
TION OF SCHOOL JANITOR SERVICE 



By 



JOHN ABSALOM CAREER 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1922 



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OF THIS PUBLICATION MAT BE PEOCtTEED FEOM 

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GOVEENMENT PRINTING OFFICE 

"WASHINGTON, D. 0. 

AT 

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CONTEISFTS. 



Chapfer T. — Tntrodnction : Page. 

1. Reasons for nmkinc: the study 1 

2. Objects of the study 1 

(a) Administration of janitor service 1 

(6) Functions of the school janitor 1 

3. Plan and method of study 2 

(a) Research of literature 2 

Cb) Questionnaire 2 

Text of questionnaire 2 

Numher of returns and method of treatment 3 

Chapter II. — Importance of the school janitor's position : 

1. Development of the janitor service 3 

2. Safeguards valuable property 4 

3. Sets housekeeping standards 4 

4. Moral influence of the janitor H 

5. Control over health contlitions 5 

6. Relation to fire hazards and safety 6 

Chapter III. — Administration of janitor service : 

1. Selection and appointment 7 

(a) Methods used 7 

(b) Physical examination 7 

(c) By whom recommended 7 

(d) Standards of efficiency 8 

2. Compensation of janitors 

(a) Salaries paid 9 

(&) Compared with salaries of teachers 10 

(c) Basis for determining compensation 10 

(</) Number of rooms not an equitable basis 11 

(e) A standard rate for each class of work 12 

(f) The Boston schedule 13 

3. Janitors' quarters - — 13 

(fi) Living quarters 13 

(h) Office room 14 

4. Rating and promotion of janitors !"» 

(a) Methods of promoting 1." 

(b) Keeping service records IG 

(c) A practical plan IG 

o. Tenure 17 

0. Method of employing and paying assistants 18 

7. To whom janitors are re.sponsil)le, and their supervision 19 

(a) To whom responsible 10 

(6) Supervision 20 

III 



IV CONTENTS. 

Chapter III. — ^Administration of janitor service — Continued. Page. 

8. Instruction and training of janitors 20 

(a) Little opportunity for instruction 21 

(&) Schools, classes, and conferences recommended 21 

(c) Some methods used 22 

Programs of three conferences 22 

Subjects of 17 lectures 23 

Outlines of short courses 24 

(cl) Regular programs needed ___ 25 

Chapter IV. — Functions of the school janitor : 

1. Daily cleaning of floors 26 

(a) Vacuumr cleaners 26 

(&) Sweeping compounds 27 

(c) Oiled brush 27 

(d) Dry broom 28 

(e) Tests of various methods of cleaning 28 

2. Periodic cleaning and treatment of floors 30 

(a) Scrubbing floors 30 

(&) Oiling floors 30 

3. Dusting__-^ 32 

(a) Prevention of dust 32 

(&) Fresh-air chambers 33 

(c) Frequency in dusting 33 

(d) Methods employed 33 

(e) Why dust is dangerous 34 

4. Washing windows 34 

(a) Frequency , 34 

(6) Testing different conditions 35 

5. Cleaning toilets 36 

Chapter V. — Rural school janitors: 

1. The Ohio survey 37 

2. The Illinois survey 39 

3. Janitor work by teachers 40 

4. Centralized schools 40 

Chapter VI. — Summary of results and conclusions: 

1. Relative to the importance of the position 42 

2. Relative to adminstration 42 

3. In relation to functions of the janitor 43 

4. Standardization 44 

Chapted VII.— Bibliography 45 

Appendix A. Sample examination questions 47 

Appendix -B. Regulations for the cleaning and care of school buildings and 

grounds— 48 

Appendix C. The Boston salary schedule 51 



THE SCHOOL JANITOR: A STUDY OF THE FUNCTIONS 
AND ADMINISTRATION OF SCHOOL-JANITOR SERV- 
ICE.' 



Chapter I. 
INTRODUCTION. 



REASONS FOR MAKING THE STUDY. 

There are three reasons why the following study of the school janitor service 
has been made: 

1. The importance of the janitor's position in a modern school system. 
This is ^een by a consideration, especially, of his relation to the iip-keep 
and sanitation of buildings in his charge, the health and safety of their 
occupants, the educative value of the janitor's work, and his influence upon 
pupils from a moral standpoint during the years most vital in the formation 
of character. These various relations are discussed in some detail in Chapter II. 

2. The nonappreeiation of the janitor's importance on the part of school 
officials and the public generally. 

3. No comprehensive study of the subject has heretofore been made. 

From these considerations, the need for such a study seems conclusive. If 
school boards, superintendents, principals, teachers, parents, and janitors them- 
selves can be led to understand and appreciate the importance of the janitor as a 
responsible school ofiieer, and can be shown wherein the service should be im- 
proved and the methods by which this, may be accomplished, it is believed that 
a valuable service will have been rendered to the cause of public education. 

OBJECTS OF THE STUDY. 

In pursuing the study there have been two main objects of. investigation, as 
follows : 

1. The administration of school janitor service. 

2. The functions of the school janitor. 

The data and discussion in relation to administration are embraced in Chap- 
ter III, and incUide such matters as the selection and appointment of janitors, 
their compensation, living and office qua iters, rating and promotion, tenure, 
method of employing and paying assistants, to whom janitors are responsible 
and their supervision, and th(^ instruction and training of janitors. 

Matters relating to the functions of the janitor are included in Chapter IV, 
under the general headings of daily cleaning of floors, periodic cleaning and 
treatment of floors, dusting, washing windows, and cleaning toilets. 

' Numbers in parentheses in text refer to items of blbliofrraphy, p. 45. 



2 THE SCHOOL JANITOR. 

PLAN AND METHOD OF STUDY. 

Two lines of investigation have been pursued, under the following plan and 
method : 

1. First of all, thorough research was made through the literature bearing 
on the subject, and any data which seems to be valuable and pertinent are 
either included or reference is made to them. In the bibliography, Chapter 
VII, will be found what is believed to be a fairly complete list of references to 
publications containing information of any importance on janitors and janitor 
service. These references are all numbered* and when a citation to any 
of them is made in the text, it is by the number corresponding to such pub- 
lication in the bibliography. The sources embraced in this part of the 
investigation may be grouped in five classes, as follows : 

(a) Books on school hygiene, which, as a rule, contain a chapter each on 
school housekeeping. 

(h) Books on school administration, some of which also contain chapters 
on tlie cleaning and care of school buildings and grounds. 

(c) Educational surveys. More tlian 50 school surveys were examined — all, 
in fact, of any importance that have been made, so far as could be determined. 
Most of these make some reference to the janitor service." About 25 of them 
contain data of more or less, value in showing the actual conditions in the 
janitor service as found by the various survey experts and specialists. 

(d) School reports containing information on the subject. 

(e) Special articles in periodicals and in proceedings of educational asso- 
ciations on various phases of the school janitor question. 

2. The second source of information was the replies received to a question- 
naire sent to the superintendents of schools in all cities having a population of 
2,500 or mor^ Following is the text of the questionnaire : 

1. Are janitors selected and appointed by civil service or merit system? 

(a) If so, send sample list of- examination questions or yonr standard of require- 

ments. 

(b) If not so selected, who p.isses upon qualifications of applicants and recommends 

them to school board for appointment? 

(c) Is a physical examination required? 

2. Are janitors promoted on basis of merit or length of service? 

If upon merit, who makes recommendation for promotion? 

3. Do you have any school or classes for the instruction and training of janitors, either 

before or after appointment? 
If so, what method is followed? 

4. Do the janitors employ their own assistants? 

5. Who pays janitors' assistants? 

6. Are janitors employed for the entire year, or for the school term only? 

7. Give salaries of janitors. 

(a) Highest. 
(6) Lowest. 
(0) Average. 

8. State the hasis, or bases, upon which the compensation of janitors is fixed. 

9. Are janitors paid additional amounts for extra service, e. g., when buildings are used 

by civic bodies? 

10. .Vre janitors, in addition to salary, provided with living quarters? 

11. To whom are janitors responsible? 

12. VPl'iat method of cleaning floors is employed? 

(«) Ordinary dry broom? 

(b) Brush or broom with use of sweeping compound? 
(r) Oiled brush? 

(d) Vacuum cleaner? 

13. How often are floors scrubbed? 

14. (a) Are floors oiled? (b) If so, how often? (c) How is oil applied? 

15. How often is dusting done? 



SCHOOL janitor's POSITION. 3 

16. What mpthod of dusting is used? 

(a) Foathor duster? 

(b) Damp cloth? 

(C) Any other method? 

17. IIow often are windows washed? 

18. How often are toilets cleaned ? 

19. To what extent does the janitor have responsiliility for discipline cf pupils upon 

scliool premises? 

20. Arc janitors unionized? 

Kindly send copy of school board rules and regulations re{;ardins janitors, and 
special reports, if any, reJative to janitor's work. 

In repl.v to this questionnaire 1,109 returns were received. All answers 
were lirst carefuU.v tabulated untler their proper headings, and .suniniaries were 
then made of all replies to each question. The data thus summarized appear 
in the various sections to which they belona: throughout the study, together 
with whatever interpretation and discussion they seem to require. 

A summary of results and conclusions growing out of the study will be 
fwind in Chapter VI. 



Chapter II. 
IMPORTANCE OF THE SCHOOL JANITOR'S POSITION. 

Some well-known specialists in education are of the opinion that the janitor 
is about the most important person in a school system. Doctor Dresslar says : 
" The janitor of a modern school building is, next to the principal, perhaps 
the most important officer in the school" (30). Terman expresses the same 
opinion in the following language: "The position of janitor is a very responsi- 
ble one ; no other individual about the school building, unless it is the principal, 
has so much influence over conditions which affect the health of pupils (3). 
Another eminent school authority says : "A good janitor is harder to replace 
than a good teacher, and in most cases than a good principal" (1). 

These statements are not extravagant. Most people, however, fail to realize 
their truth; in fact, most people never go so far as to give the subject any 
thought at all — not even the mothers and fathers of the children. That 
school boards do not have an adequate Conception of the importance of the 
janitor as a school officer is evidenced by the fact that most janitors are still 
selected and appointed for personal or political i-ensons rather than on the 
basis of merit ; and, strange to say, a great many superintendents and principals 
also fail to appreciate the importance and responsibility of the janitor as> a vital 
factor in education. 

DEVELOPMENT OF THE JANITOR SERVICE. 

The cause for the nonappreciation of the janitor's position is not far to seek. 
It is due to the failure to realize that the requirements in this branch of the 
public service have grown along with the advancement we have made in educa- 
tional matters generally, and especially in the matter of school buildings. In 
the days when almost any kind of a building was good enougli for school pur- 
poses, the question of the janitor was not so important. Al)out the only duties 
he was expected to perform were those of building fires and sweeping. Now 
there are literally scores of duties for him to perform, many of which are not 
Tisualiy considered by those who employ him. This development of the janitDr's 
duties, both in variety and importance, makes it necessary that he now be 



4 THE SCHOOL JANITOR. 

classed as a responsible and intelligent school officer, technically qualified to 
manage a modern school building, and with knowledge and skill in handling 
and caring for its expensive equipment. Following are five general require- 
ments showing the importance of the janitor's relation to the school and its 
management. 

SAFEGUARDS VALUABLE PROPERTY. 

It is a matter of no small importance that the care and safeguarding of 
valuable school property rests upon the janitor. A man who is charged with 
the management and care of a building worth, say, $200,000, a heating plant 
worth $30,000, and other mechanical equipment worth perhaps $25,000, is a man 
of some importance in the community ; and hundreds of janitors have charge 
of school plants costing many times more than the figures given. Moreover, the 
janitor is responsible for keeping a check on the use of fuel, light, water, and 
supplies to the amount of many thousands of dollars every year. The common 
practice of selecting persons who are not suited for the positions, either by 
nature or training, has frequently resulted in inefficient service, wasted sup- 
plies, and early deterioration of valuable school plants — to say nothing of the 
indirect but far-reaching results which show themselves in school, fatigue, 
languor, sickness, and more or less permanent physical defects which the chil- 
dren develop while in school and carry with them through life. , 

SETS HOUSEKEEPING STANDARDS. 

In the second place, the janitor sets the housekeeping standards of the 
school. He is to the school what the housekeeper is to the home. His work 
in setting conditions of right living is valuable as a fundamental means of 
education. He not only sets standards of cleanliness and sanitary condi- 
tion of floors, windows, toilets, basements, etc., but he also has large con- 
trol over the attractiveness of rooms, yards, lawns, and the entire premises. 
The investigation shows that some buildings are not kept in a neat and 
cleanly condition, either inside or out, and that the grounds often present 
a ragged and unkempt appearance. In one city having a population of 
157,000 (27) J in addition to the usual accumulations of useless debris, the 
basements of school buildings are t>eing used as henhouses. In other cities 
both buildings and grounds are clean, attractive, and everything is in order. 

Obviously, one of the school's chief duties is to inculcate in our children 
a taste for neatness and cleanliness, as- well as an intelligent understanding 
of their importance. This should be done both by preceijt and example. 
Children from homes where housekeeping standards are high should not have 
them lowered at school, where they are supposed to prepare for right living; 
and children from homes in which the standards are too low should be 
shown at school, as far as possible, what correct housekeeping is. It is cer- 
tain that the conditions under which children live in these schoolhouses 
for 5 days a week, 9 months a year, for 8 or 12 years, have much to do with 
establishing their own standards and habits of cleanliness and order when 
they leave school and set up homes of their own. Doctor Putnam is probablj 
not far wrong in saying that we have been running our schools too much 
under the impression that they exist mainly to get children through the grades, 
or graduate them from high school, or prepare them for college, or train 
them to make money, instead of keeping in view the true object — "to make 
good mothers and fathers of better children" (5). 



SCHOOL janitor's POSITION. 5 

MORAL INFLUENCE OF THE JANITOR. 

Again, the janitor's position in the scliool is important from the moral stand- 
point. The fact should be constantly borne in mind tl^at we place in our 
school buildings practically every citizen of the counti-y at his most critical 
age — the age not only of most rapid physical growth and development, but 
the age when moral and intellectual standards are set up, and when character 
and ideals are formed. The janitors who preside over these buildings neces- 
sarily come in close and intimate association with teachers aud pupils, afford- 
ing daily opportunity for moral service which must be tactfully and wisely 
performed. The reports received show that in 60 per cent of the cities the 
janitors have direct rosi)onsibility for discipline of pupils upon school premises. 
This responsibility extends all the way from merely reporting misdemeanors 
and irx'egularities to teachers and principals, to general supervision and 
authority at all times. In many cases the janitor has the same authority as 
teachers for discipline during school hours, particularly at recess and noon, 
and even greater responsibility before and after school. No teacher in a 
school comes into more vital contact with the boys than the janitor, especially 
in and around boys' toilets, in basements, corridors, and on the grounds. Th(i 
position of school janitor, therefore, is not the place for a man of uncertain 
reputation or doubtful integrity ; but along with his special training he should 
be a man of high intelligence and sterling character. 

LARGE CONTROL OVER HEALTH CONDITIONS. 

The janitor of a school building derives much of his importance from the 
large control he has over health conditions in which pupils and teachers must 
live. It is now generally recognized that the physical development of the 
child is just as important as the mental. Physical environment is the most 
important factor in the health and physical well-being of pupils ; and the 
school officer who has most direct and continuous charge and control of the 
I)hysicul environment of school children is the janitor. The two details of 
environment which most affect health, as well as efficiency, are schoolhouse 
cleanliness and schoolhouse air; and both cleanliness and the kind of air 
which children must breathe while in the building — its temperature, moisture, 
degree of dustiness — depend largely upon the janitor. 

Nervous disorders, dullness, pallor, colds, catarrh, and a group of symptoms 
called " school fatigue," have come to be recognized, as common accompani- 
ments of the educative process. Under these conditions, diphtheria, pneumonia, 
and tuberculosis more easily develop. It is probable that the overheated, ex- 
cessively dry, dusty, and otherwise vitiated air of the average schoolroom, where 
children are compelled to congregate and where their health habits and ideals 
are formed, is largely responsible for the prevalence of these disorders, not 
only in school but also in after life. Moreover, diseases are frequently spread 
either by the germs being transmitted from one person to another through the 
air, or by a well person coming in direct contact with disease germs that have 
been deposited on desks, furniture, toilet fixtures, etc., which have not been 
promptly and thoroughly disinfected. Again, serious eyestrain' may be caused 
by accumulations of soot aud dust upon schoolroom windows. And all these 
things, in turn, have a direct bearing on methods of cleaning and manner of 
handling the school plant, which. In their last analysis, rest upon the efl^iciency 
and faithfulness of the janitor. 
108204'* 22 2 



6 THE SCHOOL JANITOE. 

RELATION TO FIRE HAZARDS AND SAFETY. 

Perhaps the most important matter resting upon tlie janitor in connection 
with his management and care of the school plant, is his responsibility in 
relation to fire hazards and the safety of children. 

H. W. Forster, in his bulletin on Fire Protection for Schools (46), points 
out that the most effective safeguard against fire danger is to prevent fires 
from starting. This can only be done, of course, by removing, as far as pos- 
sible, the causes from which fires originate. Some of the most common causes 
of fires iri school buildings are overheated furnaces and carelessness in firing, 
leaky gas pipes, careless use of matches by smokers, accidental ignition of waste 
paper, spontaneous combustion among supplies and accumulations of rags, 
waste, old materials, etc. It is evident, therefore, that one of the principal 
elements in the removal of fire causes in school buildings is efficient house- 
keeping, and especially in keeping basements clean and in order. 

Various inflauuuable liquids, such as benzene, gasoline, alcohol, kerosene, linseed 
oil, and turpentine, are used in connection with technical courses in school, as 
well as by the janitor for cleaning and other purposes. These liquids fre- 
quently find their way into buildings in considerable quantities. Some of them 
are spontaneously combustible and burn very rapidly when ignited, even to the 
point of explosion. Whether or not all such liquids are kept in safety cans at 
all times, and when not in use are carefully stored away in the safest possible 
place, either within or outside of the main building, depends upon the intelli- 
gence and faithfulness of the janitor. Such materials are frequently found 
carelessly scattered around, or thrown together in a corner or dark room in 
the basement, along with accumulations of broken seats, broken ladders, worn- 
out brooms and mops, waste, rags, and the like, some of which are more or less 
saturated with oil or wax and are subject to spontaneous combustion. 

Such accumulations of inflammable material, old worn-out supplies, and junk 
of all kinds, are responsible for the very common origin of fires in basements of 
school buildings. The Indiana State board of health reports that more than 
50 schoolhouse fires occur every year in the State of Indiana alone, and that 
most of them originate in the basement. (4) The well-known fire in St. John's 
Parochial School, Peabody, Mass., which occurred October 28, 1915, and in 
which 21 girls lost their lives, started in the basement containing a large 
amount of combustible materials. 

A janitor who is careless or indifferent in regard to fire hazards, in the 
smallest details, should not be tolerated under any circumstances. His house- 
keeping should not only be maintained at such a standard as to prevent fires 
as far as possible, but he should be familiar with and know how to use the 
fire-fighting equipment, and shouhl know beforehand just what he will do in 
case of fire. Such simple precautions as keeping matches in closed metal or 
glass cases, the prohibiting of smoking in any part of the building, and seeing 
that all outside doors are kept unlocked during school hours are of the utmost 
importance. When the disastrous fire occurred in the Lakeview Grammar 
School at Collinwood, Ohio, on March 4, 1908, one of the vestibule doors on 
the first floor was bolted; a jam occurred there, the children became panic- 
stricken, and 73 pupils and two teachers were burned to death. 

From all of the foregoing, it is apparent that the intelligence and care exer- 
cised by the janitor in keeping the building clean, and his efficiency in handling 
the entire school plant, constitute an important factor in safeguarding the lives 
of millions of children during the time they are required to stay in the school 
buildings we provide for them. 



ADMINISTRATIOlSr OF JANITOR SERVICE. 

Chapter III. 
ADMINISTRATION OF JANITOR SERVICE. 



I. SELECTION AND APPOINTMENT, 
METHODS USED. 

To the question. "Are janitors selected and appointed by civil service or 
merit system?" 1.0S5 replies were received. Of these, 700 answered "uo"; 
213 ansAv^red "merit": and only 76. or less than 7 per cent, reported "eivil 
service " as the method used. 

It was requested that all cities using the civil service or merit system in 
the selection and appointment of their school janitors submit a sample list 
of examination questions, or a statement as to their standard of requirements. 
Some replied that they give no written or formal examination, and none of 
those reporting " merit " as their nietho<^l submitted the desired list or state- 
ment. This points to the conclusion that in most of these cases the so-called 
merit system consists mainly of some oral questions, and a selection made 
largely on the recommendations which the applicant is able to produce. This 
may mean that there is an honest, intelligent effort made to secure men who 
are qualified by training and experience for the position, or it may mean that 
the ai)plicant with the most influential recoriimendations gets the appointment, 
whether or not he is the best man for the place. 

PHYSICAL, EXAMINATION. 

The returns show that only 73, or a little less than 7 per cent of thei 
1.067 cities reporting, require applicants for the position of school janitor to 
I>ass a physical examination. This would seem to indicate that improvement is 
needed along this line, inasnnieh as good health and physical endurance are 
essential to successful and satisfactory janitor service. 



BY WHOM RECX)MMENDED. 

An effort was made to ascertain who passes upon the qualifications of ap- 
plicants and recommends appointment to the board of education in those schools 
where the cIa'II service or merit system is not employed in the selection of 
janitors. A summary of the replies receivetl is given in the following table: 

Table 1. — Selection and appointment of janitors. 



Recommended by— 


Number 

of 

cases. 


Recommended bv— 


Number 

of 

cases. 


Piiporintendent of schools 


312 

41 

41 
30 
19 
16 
12 


Secretary or clerk of board 


11 


Buildings and grounds committee of the 


Chief eniiup^r 


4 


boiird 


Some mom lier of board 


3 


Suporintondent of buildings, custodian, 


Political leaders 


I 


or head janitors 


Board acts ns a whole without recom- 




CominiKce on janitors 


157 




Total 




IJusLness manager 


077 


Propprtv committee of board 











8 THE SCHOOL JANITOR. 

The summary shows that in the largest number, 342, or 50 per cent of the 
cities, the superintendent of schools makes recommendation to the board ; in 
41, the committee on buildings and grounds ; and in the same number, the 
superintendent or custodian of buildings. The committee on janitors recom- 
mends in 30 cases, and the principal in 19; while in 157 cities the board acts 
as a whole without outside recommendation. Only one of the cities reporting 
had the courage to say that recommendation for appointment of janitors is 
made by political leaders. 

STANDARDS OF EFFICIENCT. 

Several lists of examination questions were submitted by cities in which 
janitors are selected and appointed through the civil service system. One of 
these (from Newark, N. J.) is reproduced under Appendix A, in the hope that 
it may be suggestive to schools desiring to introduce the civil service method 
for determining the qualifications of applicants. 

The importance of the janitor's position should be sufficient reason for re- 
quiring that in every case he pass an examination testing his fitness for the 
work he is expected to perform. Competitive examinations for janitors are 
just as necessary as for teachers, and all appointments should be made upon the 
basis of merit and demonstrated fitness, and never because of political in- 
fluence, personal friendship, or the whim of the school board. Every school 
system should adopt for itself a minimum standard, below which janitors 
should not be allowed to fall. We have fairly well-established standards of 
efficiency in many other kinds of public service, as well as in private affairs, 
where less money is spent and where the sei'vice is less important from the 
standpoint of public welfare. Elementary teachers in most cities receive less 
pay than the janitors, and yet they are required, very properly, to reach and 
maintain standards of efficiency involving the expenditure of much time, 
money, and effort. 

A few years ago the qualifications of a school janitor were not so exacting, but 
the proper operation and care of a modern school plant require a man with con- 
siderable and varied scientific knowledge and training. He should not only 
know how to build fires and keep them going, but he should know why a fairly 
even temperature should be maintained, and what the injurious effects upon the 
human system are when rooms become excessively hot or cold. 

He should not only know how to operate a ventilating system, but he should 
have a clear understanding of the need of fresh, clean air, and the injurious 
effects of stale, impure air. 

A school janitor should be required to have suflicient knowledge and training 
in mechanics to be able to handle and care for gas engines, electric motors, and 
switchboards, to control plumbing fixtures, to take proper precautions against 
the spread of fires, understand the use and management of thermostats, and 
the various modern aids to good sanitation. It is little short of a crime for a 
city to go to the expense of erecting modern school buildings and equipping them 
with up-to-date apparatus and fixtures, and then turn them over to janitors 
who do not know how to care for them, and who do not have the intelligence 
and training to understand their purpose or appreciate their value. 

Before any one receives an appointment as janitor, it should be known that 
he has expert knowledge of the best modern methods of cleaning, sweeping, 
dusting, and general sanitation. He should know hoW' to oil floors and keep 
them in condition ; he sliould know the necessity for sweeping compounds and 
how to make them. It is no small task to keep several acres of floor space neat 
and sanitary in a schoolhouse full of children, and if a janitor is to be successful 



ADMINISTEATION OF JANITOR SERVICE. 9 

he must not only have a genuine love for cleanliness himself, but he must know 
how to remove dirt and dust in the most effective manner. There is no sufficient 
reason why scientific knowledge and methods should not rule in the janitor 
service just as fully as in any other department of the school system. 

Another matter that should always be carefully considered in the selection of 
a school janitor is the element of character. He should be a man of good morals 
and of good habits, and should have such a genuine interest in school boys as to 
altogether discountenance any tendency towards vulgarity or improper conduct 
in any part of the building or anywhere on the premises. In his daily contact 
with the boys in the basement, toilets, halls, and on the playgrounds, if he is 
coarse, careless, and immoral, or is a man of low or questionable habits, he will 
necessarily exercise a degrading influence upon them. 



II. COMPENSATION OF JANITORS. 
SALARIES PAID. 

It was requested in the questionnaire that each city state the highest, the 
lowest, and the average salary paid to its school janitors. The main object 
in securing these data was to get the average salaries paid janitors for 
the purposes of comparing them with salaries paid other school officials, 
especially teachers. 

Taking the average of all the replies received on this point, it is found that 
the average salary paid to janitors is $980.42. It should be noted that this 
average is made up from cities in every section of the country, in some of 
which the salaries are very low. Furthermore, there is reason to believr^ 
that many cities, in getting the average submitted, included the very lowest 
amounts paid assistants and helpei-s, some of which are for part time only. 
If all such cases could be eliminated, as they should be, the general average 
would be somewhat higher. 

It should also be borne in mind that the averages given are exclusive 
of the additional compensation received for extra service, such as evening 
schools, evening play centers, vacation schools, vacation playgrounds, free 
lectures, etc. This item would also raise the general average, inasmuch as 
622 cities, or 65 per cent of those reporting, pay additional amounts for such 
extra service. A few cities also furnish living quarters to all or some of 
their janitors, and the value of these is, likewise, not included in the averages 
here given. 

Even as it is, however, the average salary paid janitors, taking the country 
over, is higher than the average salary paid elementary teachers. This is 
indicated, in the first place, by some of the survey reports. In the city of 
Oakland, Calif. (28), for instance, it was found that kindergarten and ele- 
mentary teachers are paid a minimum salary of $780, and a maximum of $1,200 
per annum. The minimum salary paid school janitors is $0(X). and the maxi- 
mum $1,200 per annum. In Elyria, Ohio (21), at the time the survey was 
made (1917), school janitors were paid from $840 to $1,260 per annum. 

The median salary of elementary teachers in Elyria was $700. The median 
salary of janitors in elementary schools was $075, or $275 more than for 
elementary teachers. The highest salary paid a principal of eleniontary schools 
was $887.50, or $.S72.50 less tlinn the highest-paid janitor, and only $47.50 
more than the lowest-paid janitor. 



10 



THE SCHOOL JA^STITOE. 



lu Table 2 are listed 50 cities in which are compared the average salaries 
of elementary teachers and the average salaries of janitors in the same cities. 
These cities are selected from all sections of the country, and are believed 
to represent the situation generally. In every city, except one. janitors are 
paid higher salaries than teachers — in some cases twice as much. The single 
exception is the city of Boston, where the average for teachers is $1 more 
than for janitors. 

Table 2. — Average yearly salaries of elementary tcaehers, compared with 
average salaries of janitors in certaiiv cities. 



Cities. 



Phoenix, Ariz 

Fresno, Calif 

Denver, Colo 

Boise, Idaho 

MoUne, 111 

Oak Park, 111 

Rockford,Ill 

Indianapolis, Ind. . . 
Dubuque, Iowa. . .. 
MarshaUtown, Iowa 

Lawrence, Kans 

Newport, Ky 

Augusta, Me 

Boston, Mass 

Fall River, Mass 

Maiden, Mass 

Kalamazoo, Mich. . . 

Duluth, Minn 

MiunoapoLis, Minn.. 

Winona, Minn 

Meridian, Miss 

Missoula, Mont 

Grand Island, Nebr 
Ilackensack, N. J... 
Paterson, N. J 



Teachers. 


Janitors. 


$810 


$900 


950 


1,275 


552 


1,375 i 


900 


1,100 1 


630 


1,200 


750 


1,300 


544 


1,140 


761 


1,140 


538 


1,116 


600 


1,056 


533 


665 


630 


900 


519 


900 


1,001 


1,000 


646 


1,170 


679 


1,100 


635 


1,250 


724 


1,230 


937 


1,250 


577 


900 


478 


720 


1,0.80 


1,260 


521 


960 


750 


780 


706 


1,000 



Cities. 



Raton, N. Mex , 

Corning, N. Y , 

Dunkirk, N. Y , 

Charlotte, N.C , 

Fargo, N. Dak , 

Cleveland. Ohio 

Dayton, Ohio 

Elyria, Ohio 

Tulsa,Okla 

Salem, Oreg 

Easton, Pa 

West Chester, Pa 

York, Pa 

Laurens, S. C 

Sioux Falls, S. Dak. 

El Paso, Tex 

Marshall, Tex 

Ogden, Utah 

Portsmouth, Va 

Richmond, Va 

Everett, Wash 

Seattle, Wash 

Kenosha, Wis 

Madison, Wis 

Cheyenne, Wyo. . . . 



Teachers. 



S6,S6 
616 
600 
426 
713 
791 
654 
700 
604 
675 
546 
600 
483 
473 
673 
687 
459 
638 
489 
578 
868 
1,021 
585 
634 
840 



Janitors. 



«912 

1,100 

1,020 

960 

1,000 

1,500 

1,320 

1,550 

1,260 

810 

960 

1,142 

840 

720 

1,200 

900 

540 

1,320 

1,200 

1,000 

1,224 

1,476 

1,320 

900 

1.020 



It is probable that salaries of teachers in some of the cities have been raised 
during the past year. It is also true that teachers' salaries are for the school 
term only, while 75 per cent of the janitors are employed for the entire year. 
But an average increase of as much as 50 per cent for teachers would still 
not bring them up to the average salary of janitors. In fact, as late as June, 
1919, about the time the data in regard to janitors were collected. Dr. P. P. 
Claxton, United States Comniissiouer of Education, stated that " the average 
salary of school-teachers in the United States, 600,000 in elementary and high 
Schools, including principals and special supervisors and expert teachers, is 
about $625 " (45), or about $355 a year less than the average salary of school 
janitors. This does not mean, of course, that janitors are paid too much; 
but the salaries of janitors as compared with those of teachers have a direct 
bearing upon the importance of the position, and the need of standardizing 
this service through civil service entrance requirements, and in eveiy possible 
way endeavoring to put it on a professional basis. 

BASIS FOlR DETEKMINING COMPENSATION. 



The important thing in connection with the compensation of janitors is not 
the specific rates of pay, but the basis upon which the salary schedule is made. 
Varying conditions in different cities and sections of the country will naturally 
govern the specific salaries paid, and consequently salaries may be expected 
to A'ary considerably ; but the bases upon which wages are fixed are capable 
of being standardized, as they can be adapted to conditions in any locality. 



ADMIITISTRATIOIsr OF JANITOR SERVICE. 11 

Request was made in tlir questioutiaire for a statement as to the basis, or 
bases, upon which .ianitors' salaries are determined. Of the 573 cities report- 
ing on tliis feature, 05 stated that they have no established basis. It is prob- 
able that practically all of those which did not report likewise have no regular 
basis upon which salaries are fixed. The various answers received ai-e gi\"eu 
in the following summary, Table 3, a glance at which will indicate the great 
number and variety of factoi-s which really enter into the cost of cleaning 
and caring for a school building: 

Table 3. 



Factors used in determining tlie comprnsation of janitors. 



Cities 
report- 
ing. 



Size of building 

■Number of rooms 

Size of building and grounds 

Size of liuilding and kind of beating apparatus. 



179 
167 
30 
28 



Floor area - ! l'.» 



Floor area, size of grounds, type of heating apparatus. 

Size of school 

Size of bmldiuH and grounds, and kind of cleaning equipment 

Floor and window area, size of grounds, land of heating apparatus 

Size, character, and condition of building 

N umber of rooms and amount of lloor area 

Union ■srage scale - 

Size of building, number of windows, and type of heating apparatus 

Size of building, number of teachers, and pupils, area of lots and walks 

Floor area , paved area, and mechanical equipment - 

Cubic contents of building, glass area, yard, lawn, sidewalks 

Number of rooms, number of trees, size of grounds, and kind of heating apparatus 

Floor area and amount of coal consumed 

Num)>er of rooms, lineal feet of sidewalks, square yards of gymnasium 

Niunter of rooms, number of fires kept, squai'e feet ball space, size of lawn and playgrounds. 

Salary arbitrarily fixed — same for all buildings 

No established basis 

Total 



It will be seen that the size of the building is given by 179 cities as the only 
basis used in fixing salaries, and in 167 cases the number of rooms is the only 
determining factor. Both of these are used in a few other cities in combina- 
tion with other factors. It is quite probable that iu many cases " size of 
building " and " number of rooms," as given in the reports, mean the same 
thing. It is surprising that either of these alone is used in such, a large 
number of cases, and it is still more surprising that the actual amount of 
floor space is given in only 43 cases altogether, either alone or in combination 
with other factors. It is also remarkable that such a small number of cities 
mention the heating apparatus and other equipmeut as determining factors. 
The size of grounds is mentioned in 60 cases, while the important matter of 
v.-indow area comes in for recognition only eight times, and the character 
and condition of the building only three times. 

Tiiken together, the reports indicate that iu most cities the pay of .iauitor.s 
does not depend upon any recognized principle, but varies fi'om builtUng to 
building according to some traditional plan. 

NUMBEE OF ROOMS JfOT AN EQUITABLE BASIS. 

The common plan of fixing janitors' pay upon the basis of the number of 
rooms or size of building alone does not equitably distribute the salary in 
accordance with the service rendered. Such a scheme takes no account of the 
actual floor space in the rooms and corridors to be cleaned ; of window area 



12 THE SCHOOL, JANITOR. 

to be washed ; of lawns to be cut, which differ in size in most cities and very 
widely in difficulty of cutting ; of sidewalks to be cleaned, which vary in area ; 
of the age and condition of the building, or of floors and heating plant in 
the building, all of which vary widely and always react to the disadvantage 
of the janitors in the older buildings. It is probably true that all of the 
factors mentioned, which enter into the efficiency of the janitor service, cannot 
be taken fully into acccount, but it is believed that most of them can be 
evaluated, at least approximately, in making a salary schedule. 

A STANDARD RATE FOR EACH CLASS OF WORK. 

In some schools a flat rate per building or per room may approximate the 
amount that would be allowed on a floor space, ground area, cubic contents, 
or other basis. But a standard rate should be adopted for each class of work 
performed by janitors. This rate must necessarily be somewhat arbitrary 
and in accordance with the compensation deemed adequate to the service re- 
quired. In the main, salary schedules for janitors can be arranged in terms 
of five classes of work, viz: (1) Heating, ventilating and supervision; (2) 
cleaning in the building; (3) care of yards and sidewalks; (4) care of lawns; 
(5) washing windows. 

(1) Compensation for heating, ventilating, and super\dsion may be based 
upon the type of plant, the amount of work required in its operation, and the 
number of persons employed on the engineering and janitor force. Another 
plan is to base compensation for this item of work upon a classification of the 
buildings according to the number of cubic feet actually used for school pur- 
poses, and the character and condition of the buildings. The latter plan is 
probably the more equitable, inasmuch as the work required for each building 
can be arrived at with a greater degree of accuracy. 

(2) A fair method of compensation for both daily and periodic cleaning of 
buildings is to allow a rate sufficient to cover the cl'eaning of free area, such 
as corridors, and to this amount add a certain sum for each room, depending 
upon the kind of room, and in some instances (for example, assembly halls) 
upon the size of the rooms and kind of seats ; or, allow a rate covering the 
entire floor area as if it were all free area, and then an additional amount for 
each room, according to the kind and size of room. In the latter case, the 
amounts allowed for the different rooms should pay for the difference in labor 
required to clean these rooms and the labor required to clean the same amount 
of free floor area. 

It takes more time, and therefore costs more, to clean (sweep or scrub) a 
given area in a classroom than it does to clean the same area in a corridor. 
Also, it requires more time to scrub a toilet room than to clean the same area 
in the basement playroom. 

The work involved in cleaning a high-school building usually varies greatly 
from that in an elementary school building of the same size, because of the 
presence of laboratories', lockers, and other special equipment peculiar to high 
schools. There is considerable extra work entailed in cleaning this special 
equipment, and superior qualifications are required of the janitor in charge to 
insui'e intelligent care of expensive apparatus. A just and practical method of 
allowing for this extra work would be to allow higher rates for the cleaning 
of special rooms, such as laboratories, manual training and domestic science 
rooms, and also an extra rate per thousand square feet for the entire floor area 



ADMINISTRATION OF JANITOR SERVICE. 13 

of such schools to provide for the cleaning of such equipment as lockers, and 
for the general higher qualifications demanded in the high-school janitor. 

Some cities have, in recent years, adopted the plan of paying for all cleaning 
on the hasis of the cuhic contents of the building, just as they do for the heating 
and ventilating service. 

(3) Compensation should he allowed for the care and cleaning of yards and 
sidewalks at a specified rate per square foot or square yard for the entire area. 

(4) The care of lawns should also be paid for on the basis of their total 
area, at a specified rate per square f(K)t or yard, which is usually somewhat 
higher than the rate for yards and walks. In some cases there should also be 
a rate for the care of trees, according to their kind and number. 

(5) Compensation for cleaning windows should be commensurate with the 
frequency with which local conditions require windows to be washed, and the 
area of glass to be cleaned. This class of work should include all windows, 
transoms, doors, and glass in permanent bookcases. Some cities allow a rate 
per .square foot for each washing on both sides of the glass; others allow a rate 
per square foot per year for a specified number of cleanings on both sides. 

Some standardized plan along the lines indicated should be worked out by 
every city, large or small, to suit its particular conditions. Of course, there 
will always be found in each building some conditions not present in all, and 
for which extra compensation should be allowed, such aS' night schools, com- 
munity center meetings, care of swimming pools, and the like. 

THE BOSTON SCHEDULE. 

As a concrete example of a good salary schedule for school janitors, atten- 
tion is called to the new schedule for the city of Boston, a copy of which is 
given under Appendix C. This schedule has been used by other cities, towns, 
and institutions as a basis for fixing the salaries of janitors, or for devising 
schedules of their own to suit their special conditions. In this schedule, five 
factors are used as a basis upon which to compute the compensation, viz: 

1. Cleaning. 

2. Heating, ventilation, and superintendence. 

3. Washing windows. 

4. Care of yards and sidewalks. 

5. Care of lawns. 

Compensation for factors 1 and 2 (cleaning, heating, ventilation, and super- 
intendence) is according to the cubic contents of the building, at specified 
rates per cubic foot; compensation for factors 3, 4, and .5 (washing windows, 
care of yards and sidewalks, and care of lawns) is according to areas of such 
items, at specified rates per sqimre foot. The sum of the amounts thus arrived 
at in any particular building is the annual compensation for its janitor service. 



III. JANITORS' QUARTERS. 

LIVING QUARTERS. 

To the inquiry as to whether janitors, in addition to salaries, are provided 
with living quarters, replies were received from 1,099 cities. Of these, 22 
indicate that they provide living quarters for all janitors, while 52 cities report 

108204°— 22 3 



14 THE SCHOOL JAISTITOR. 

that such quarters are furnished to one or more of their janitors. In the 
remaining l,02o cases, or 93 per cent of those reporting, janitors are not 
furnished with living quarters at all. 

If a city undertalves to provide houses or apartments for its janitors in any 
way, it should be done in a more efficient manner than has usually been the 
case, as indicated by the various school reports, surveys, and other data at 
hand. With few exceptions, living quarters provided for janitors are located 
in tlie basements of the school buildings. They are usually at one corner, with 
about two rooms exposed on one side of tlie building, and an interior bedroom 
having no immediate connection with the outside. Generally, no effort has 
been made to give them a sunny exposure. As a rule, therefore, the janitors" 
flats are dark, cold, poorly ventilated, and are sometimes damp and unsanitary. 
In some cases they are reported to have no toilet facilities apart from those 
provided for the school children. 

It is obviously a short-sighted policy which requires janitors to live in 
dismal underground quarters, not only because it is inhuman, but from the 
standpoint of the service itself; for the type of janitor who is satisfiefl, or 
even willing, to live in such places is not usually the type of person who could 
be expected to render the kind of service a school needs. Either better 
quarters should be furnished, or the responsibility for housing the janitors 
abandoned altogether, and their salaries raised accordingly. 

In some cities the by-laws of the board of education require that janitors 
shall live within a certain specified distance from their respective buildings. 
In New York City, for example, the maximum distance is 1,500 feet; but it is 
not always possible, especially in the congested foreign quarters, for a janitor 
to secure reasonable accommodations anywhere within the prescribed radius 
of the building in his charge. So, taking into consideration the protection of 
school children, as well as the proper performance of the janitor's duties, 
living quarters for his family are being provided on the roofs of all large new 
school buildings erected in New York, the same as is now done in many large 
ofiice buildings. In the larger scliool buildings this would seem to have a de- 
cided advantage over the basement apartments, particularly for two reasons: 
Better living conditions can more easily be provided, and, if necessary, the 
janitor's family can be isolated in case of illness. However, it is believed that 
only in the largest cities, and then only in exceptional cases, should living 
apartments for janitors be provided iu school buildings. 

Typical provisions in regard to the residence of janitors are contained in the 
rules and regulations governing the janitor service in the city of Oakland, 
Calif., and are as follows: 

Section 1. Each head janitor shall reside within a reasonable distance of 
the building or buildings under his charge. He shall see that his name and 
address and the number of his telephone, or of the nearest telephone from which 
he may be called, are on file in the offices of the principal and secretary-business 
manager. In case of change of address or telephone number, either or both 
shall be immediately reported in writing to both offices. , 

Sec. 2, It shall be the duty of each head janitor to fill out, post, and maintain, ' 
outside the main entrance of the building to which he is assigned, a card sup- 
plied by the board of education giving his name, address and telephone number, 
location of the nearest hydrant and fire-alarm box. 

orricE ROOM. 

Considering the importance of the janitor as an officer in a modern school 
system, more attention should be given to the question of providing him with 



ADMINISTRATION OF JANITOR SERVICE. 15 

suitable office quarters in the building. In nearly all of the older buildings, 
and in some of the more modern ones, no provision has been made for a com- 
fortable and properly equipped office or room set aside for the janitor's own 
use. If be is assigned any quarters at all, it is usually a little dingy room 
opening off from the coal bin, with a cement floor and whitewashed walls, or 
still worse, a small cleared space around the boiler, with some hooks or nails 
driven in the wall on which to hang his coat and hat. 

The fact that the janitor's office must usually be located in the basement 
is no reason why it should be made uncomfortable and unattractive. It should 
not only be convenient to the boiler room, but should be so located that it is 
well lighted and receives at some time during the day the direct rays of the sun. 
A wood floor is probably the best for a business office, but one of cement is 
not objectionable if covered with suitable material. 

In furnishing the room, two things should be kept in mind : First, comfort, 
in view of the fact that in extremely cold weather the janitor's hours at the 
building are very long — frequently from 4 or 5 o'clock in the morning until 
10 o'clock at night, in order to keep his fires going strong enough. In the 
second place, it should be remembered that the janitor in a school system of 
any size has a great many duties to perfonn besides tending fires, cleaning, 
sweeping, and dusting. He usually receives the supplies, keeps account of 
the time of workmen in and around the building, and does various other 
things of a clerical nature. If he is to do this work efficiently, he should be 
provided with a good desk at which he can write and keep his accounts, and 
a cabinet in which to file his correspondence, bills, and other papers which 
he is obliged to handle. He should be provided with several chairs, and in 
many places it would be desirable to furnish him with a comfortable couch. 

There should be direct telephone connection between the janitor's and prin- 
cipal's offices. Also, there should, of course, be direct connection from the 
janitor's office to the fire-alarm system ; and where the building is equipped 
with a system of thermographs for indicating the temperature in each room, 
the recording apparatus should be installed in the janitor's office. 

Adjacent to the janitor's office, there should be a small toilet room for his 
exclusive use, with a lavatory and hot and cold running water provided. 

If school janitors were provided M'ith comfortable and convenient office 
quarters along the lines above indicated, it would not only go a long way 
toward impressing them, as well as the entire school communit.v, with the 
importance and dignity of the janitor's position, but would also pay large 
dividends, in the way of better service, on the small amount of money invested. 



IV. RATING AND PROMOTION OF JANITORS. 

METHODS OF PROMOTING. 

Of the 918 cities reporting on the question of promotion of janitors, 667 
make promotions upon merit, 30 upon length of service, and 270 upon both 
merit and length of service. 

In cities where merit is the contrcjlliug factor in making promotions, in- 
formation was requested as to who makes reconuuendation to the board of 
education. This information was furnished by 602 of the cities, the replies 
being distributed as shown in the following summary: 



16 THE SCHOOL JANITOR. 

Table 4. — Promotion of janitors. 



Recommended by- 



Cities 
report- 
ing. 



Superintendent of schools 

Superintendent of buildings 

Supervisor of janitors ( or head janitor) 

Committee on buildings and grounds 

Business manager 

Principal 

Committee on janitors 

Chief engineer 

Secretary of board 

Board acts without special recommendation . 

Total 



397 
32 
28 
25 
17 
15 
9 
7 
5 
67 



KEEPING SERVICE RECORDS. 

If promotions are to be made with fairness to all the janitors, it is very im- 
portant that accurate service records be kept. It seems to be the practice 
generally to assign the best men to tlie larger buildings, and where pay is 
based upon the number of rooms or size of building, such assignment is really 
a promotion. But in most school systems no efficiency ratings of janitors are 
kept, and the personal judgment of the superintendent, principal, committee on 
janitors, or other officer or committee over them, controls nearly all promotions 
to the larger and better buildings, and to higher salaries. 

It is no small task to rate the efficiency of janitors with entire fairness, owing 
to the great variety of duties devolving upon them. But it can be done, pro- 
vided there is intelligent supervision and inspection, and if regular reports are 
made and records kept. In all efficiency ratings for promotional purposes 
there are several things which must be taken into consideration, such as: (1) 
Leadership, which includes organizing and executive ability; (2) industry, 
which is always shown by the quantity and quality of work performed; (3) 
personality, embracing such qualities as force of character, personal ap- 
pearance, manners, language, tact with children; (4) attitude — whether satis- 
fied and loyal, or dissatisfied and complaining. 

Along with the efficiency rating, proper credit should also be given for 
seniority of service. 

A PRACTICAL PLAN. 

A very simple, practical plan for classifying and promoting janitors and 
engineers according to merit is the one followed in the schools of Chicago. The 
Chicago board of education has classified all these positions in four groups, 
as follows : 

Group A. — All positions of school janitors and engineers receiving a total 
salary of $3,000 or more per annum. 

Group B. — All receiving a total salary of $2,500 per annum or more, and 
less than $3,000 per annum. 

Group C. — All receiving a total salary of $2,100 per annum or more, and less 
than $2,500 per annum. 

Gi-oup D. — ^All receiving a total salary of less than $2,100 per annuirr. 

Instead of civil service promotional examinations, advancement examina- 
tions from group to group are held by the civil service commission at the re- 
quest of the board of education, and no janitor or engineer can be transferred 



ADMINISTRATION OF JANITOR SERVICE. 17 

out of his group, but luust qualify for transfer to a higher group by passing 
tlie advancenieut exaiuinatiou consisting of a test on duties and operation of 
plants. Credit is given for both seniority and efficiency. An efficiency system 
has been devised, consisting of three factors, as follows: (1) Industry — weight 
5; (2) Economy— weight 3 ; (3) Attitude— weight 2. 

The mark given under each factor is nuiltiplied by the weight attached there- 
to, and the general mark under the head of " quality of work " is the result 
of the total credits under the three factors, divided by 10, the total sum of tlie 
weights. The nrark thus obtained, together with the credit given for seniority, 
determines each man's standing as comi^ired with others in his group. 

It is believed that u plan similar to the foregoing could be used by any city 
of considerable size for rating and promoting its janitors. Of course, the groups 
would have to be changed according to salaries paid and other local conditions. 
In the smaller cities, instead of classifying into groups, janitors could be 
rated according to merit and all placed in one list, and promotions made in the 
order of their grade and standing on the list. In any event, it should be well 
imderstood by all concerned that promotions to the better positions and higher 
salaries will always be made solely on the basis of merit and seniority, and 
never on account of politics or personal favoritism. 

V. TENURE. 

The inquiry as to whether janitors are employed for the entire year or for 
the school term only, brought 1,057 replies, distributed as follows: 

For entire year 800 

For school term only 143 

Some for year, some for term 108 

For 11 months 4 

For term plus one month 1 

For term plus one week 1 

Total : 1, 057 

It will be observed that 800 cities, or about 75 per cent of those reporting, 
employ their janitors for the entire year; 143, or a little over 13 per cent, for 
the school term only ; while in 108 cities some are employed for the year and 
some for the school term. 

In a study by W. S. Deffenbaugh of school administration in the smaller 
cities (11) it was found that in 958 cities, or 711 Per cent of those reporting, 
janitors are employed for the entire year, and in 380, or 28^ per cent, for the 
school term only. 

YEAELY TENURE PREFERAI5LE. 

It is believed that every school system, however small, should have its 
janitors, or at least some of them, on duty the year round. The additional 
amount paid for salaries during the summer vacation will be more than offset 
by economies in other directions, and there is usually plenty of work for 
competent janitors in and around the buildings during the entire time school 
is not in session. In the first place, buildings should have a thorough 
cleaning immediately after school closes, and again just before the opening 
in the fall. During the rest of the summer janitors should be able to make 
many minor repairs to the building and equipment, such as repairing seats and 
desks, locks on doors, adjusting loose shelves, putting in window glass, etc. 
Every janitor should also have the necessary knowledge and training to make 



18 THE SCHOOL JA^nTITOR. 

minor repaii's to plumbing and heating apparatus. He should also be re- 
quired to mow the grass, water the flowers, and trim the shrubbery, if any, 
and keep the entire premises in respectable condition. 

Perhaps the best reason why janitors should be employed and paid for 
the entire year is the fact that a better class of men can be secured by that 
method, and the advantage would, therefore, be reflected in more efficient 
service throughout the year. Many cities lose more every year on accoimt 
of wastefulness and ineflicient service than it would take to pay the salaries 
required to employ first-class janitors. 



VI. METHOD OF EMPLOYING AND PAYING ASSISTANTS. 

The janitor force employed in the care and operation of a well-regulated 
school plant is made up of several grades of employees: 

First, there is a supervisor of janitors if the system is a large one, or a head 
janitor in smaller systems, who has general supervision of all janitors and 
their assistants, inspects the work done, instructs janitors in their duties, 
and sees that each building is furnished with the necessary supplies, tools, and 
appliances. 

Second, a janitor (sometimes called head janitor or janitor-engineer) in 
charge of each building, who is directly responsible for the operation, main- 
tenance, and sanitary condition of the building and grounds in his charge. 
He is also frequently held personally responsible for any damage done to the 
building, grounds, fences, and other property in or about the building, caused 
by the misconduct, carelessness, or neglect of his assistants, and the cost of 
replacing or repairing same is deducted from his salary. 

Third, janitors' assistants, janitresses, matrons, and other helpers employed 
for the detail work of firing, scrubbing, sweeping, dusting, oiling and mopping 
floors, cleaning windows, caring for yarda and sidewalks, etc. 

In very large buildings, there is usually a separate engineer for the mechani- 
cal equipment and a separate janitor for the housekeeping department, each 
of whom is held responsible for the proper performance of the work in his 
department, and each having as many assistants as may be deemed necessary. 

There are many buildings, of course, where no assistants ai-e employed, the 
janitor in' charge of each building doing all the work himself. Wherever assist- 
ants and helpers are necessary, however, in the cleaning and care of school 
buildings, it is a matter of considerable importance as to which is the best 
method of employing and paying such assistants — whether the janitor and all 
his assistants should be employed and paid directly by the boai'd, or whether 
only the janitor in charge of each building should be so employed, and he, in 
turn, employ and pay his own assistants and helpers. In order to ascertain the 
practice in this respect in different cities, these two questions were included in 
the questionnaire : " Do the janitors employ their own assistants ? " and " Who 
pays janitors' assistants ? " 

Of the 946 cities reporting on the first question, 509 state that the assistants 
are employed by the janitors themselves. In the remaining 437 cities, such 
assistants are employed directl.y by the board. 

There were 880 reports on the question as to who pays janitors' assistants. 
In 372 cases they are paid by the janitors, in 502 directly by the board, in 5 
some are paid by the janitors and some by the board, and in one city (Cincin- 
nati) by the "cleaning conti'actor." 



ADMIKTSTRATIOlsT OF JANITOR SERVICE. 19 

Two objections are made to the plan of janitors engaging tlieir assistants 
and paying them out of their own salaries. In tlie first pla»e, it is Siud that 
this plan places the janitors under too strong temptation to employ a cheap 
grade of help in order to get the work done with the least possible expense; 
and in practice it has frequently worked out this way. The other objection 
urged is that the school authorities have no control over the character of per- 
sons so employed, such as parents would wish to have exercised in the selection 
of persons with whom their children come in such close daily contact. 

This question was thoroughly investigated some years ago by the civil service 
commission of the Chicago Board of Education (38). The report includes the 
experience and opinions of a number of the larger cities of the country. The 
conclusion reached, following experiments and tests, was that it is more eco- 
nominal and efficient to have one janitor, janitor-engineer, or custodian in charge 
of all classes of work in connection with each building and its grounds, with 
authority and facilities for employing and paying all his assistants and helpers. 

This plan has the advantage of placing the power of discipline and innuediate 
dismissal in the hands of the janitor. Under the other system the janitor's 
sole remedy for nonattention to duty or insubordination is to report the matter 
to the school board, by whom an investigation is made, and if necessary the 
delinquent suspended by the president of the board and placed on trial before 
some official or committee. This is a lengthy process. It is not conducive to 
good administration, and tends to lower housekeeping standards. 

It would seem that the first objection to janitors engaging and paying their 
assistants can be removed by the board employing the janitor and giving him 
a stated amount for himself, and then placing at his disposal a certain maximum 
sum per month or day which may be used only for paying his assistants. The 
other objection can be met by having a I'ule specifying the age limit, physical • 
qualifications, and moral fitness of all assistants and helpers, and requiring that 
all such employees pass an examination accordingly. This gives the school 
authorities a check on the character and fitness of persons employed by the 
janitor. 

It is believed that this plan is also better tlian the contract method used in 
some cities, in which case the janitor service is done under contract with the 
janitor, janitor-engineer, or custodian, at a specified amount a year, who hii'es 
and pays all his assistants, makes minor repairs, keeps the clocks in good order, 
etc. As a matter of fact, in all cases where the janitor is given one lump sum 
amount sufficient to compensate him and also pay his assistants, it is virtually 
getting the work done by contract. 



VII. TO WHOM JANITORS ARE RESPONSIBLE, AND THEIR 

SUPERVISION. 

TO WHOM RESPONSIBLE. 

There were 1,065 replies received to the question "To whom are janitors 
directly responsible?" In 814 of the cities reporting, or about 76 per C(>nt, 
janitors are responsible to yie superintendent of schools or to tlie principal, 
or to both; in 12.t cases, nearly 12 per cent, they are responsible directly to 
the board of education as a whole or to one of its committees — the conunittee 
on janitors, on buildings and grounds, on repairs, etc. In 48 cities the janitors 
are responsible directly to the superintendent or custodian of buildings ; in 29 
to the supervisor of janitors or head janitor; and in 20 cases to the business 
manager. Table .'") contains a complete summary of all tlie reports received: 



20 THE SCHOOL JANITOR. 

Table 5. 



To whom janitors are responsible — 



Cities re- 
porting. 



Superintendent of schools 

Principal 

Principal and superintendent 

Board of education or one of its eominittees 

Superintendent or custodian of buildings 

Supervisor of janitors, head janitor, or chief engineer. 

Business manager 

Supervising principal 

Secretary or clerk of board 

Teachers 

Commissioner of public buildings 

Superintendent of maintenance and equipment 

Truant officer 

"No one" 

Total 



530 

167 

117 

125 

48 

29 

20 

10 

10 

2 

2 

3 

1 

1 



1,065 



SUPERVISION. 

The fact that in 88 per cent of the cities janitors are responsible to the 
superintendent, principal or board of education, indicates that in most com- 
munities janitors are either subjected to no supervision at all, or else that such 
supervision is merely nominal. Very few members of school boards have the 
technical knowledge of heating and ventilating plants, and modern methods of 
cleaning, to enable them to properly supervise and direct such work, and the 
same thing is true of many superintendents and principals. Even where they 
do have the technical knowledge and training required, they do not generally 
give it the time and attention which this service demands. 

Janitors, as well as teachers, need careful supervision. In large school 
systems, all janitors should be united in a department presided over and 
directed by a supervisor of janitors, who, in turn, is responsible to the super- 
intendent of schools. He should be a competent engineer familiar with the 
various types of heating and ventilating systems, and the best methods of 
operating them. He should be familiar with accepted standards of school- 
house construction and arrangement, and the latest and best methods of keep- 
ing buildings in a clean and sanitary condition. 

In cities of moderate size, such a man could very well act as head janitor 
in some large building, such as one of the high schools. He could profitably 
spend a portion of his time visiting the other buildings, supervising the janitors, 
and instructing both janitors and principals in methods of cleaning and caring 
for the buildings. 

In the smaller school systems it is still more necessary to combine janitorial 
supervision with other duties; the most practical plan is for each principal 
to supervise the work in his own building ; but supervision of some kind is 
necessary, if efficient service is to be secured. 

VIII. INSTRUCTION AND TRAINING OF JANITORS. 

There is probably no other governmental position of equal responsibility filled 
by appointees so entirely lacking in technical training and oversight as in the 
case of school janitors. As a consequence, most of our school janitor service is 
haphazard. Even among the better class of janitors, the work is usually done 
by rule-of-thumb methods, and such methods are sure to break down when- 
ever there is a change in conditions. 



ADMINISTKATTON OF JANITOR SERVICE, 21 

LITTLE OPrORTUNITT FOR INSTRUCTION. 

Very few janitors have had aiiy opportunity for instruction in regard to 
the scientific principles underlying tlieir work, and fewer si ill have had any 
training, prior to their first appointment, in tlie sanitary care of scliool 
huildings. The only information they have about such matters has been 
"picked up," just as was tlie case with nurses before training schools were 
provided. Even where civil service examinations are held, there are few, if 
any, questions on sanitation, one reason being that candidates have had no 
opportunity for instruction. In a study of various school pi-oblems and con- 
ditions in the smaller cities by W. S. Deffenbaugh (11) it was found that of 
1,248 cities reporting, only 6G give any examination in metliods of sanitation 
to applicants for the position of school janitor, and in many of these such 
examination is merely perfunctory. 

SCHOOLS, CLASSES, AND CONFERENCES RECOMMENDED. 

Practically every writer who touches this janitor question at all recognizes 
the fact that if we are to have efficient school housekeeping we must have 
janitors who have been specially trained for their vi^ork, and all advocate 
schools, classes, lectures, conferences, etc., as the best means of accomplishing 
the desired result. 

The fact that the janitor service in any city is on a civil service basis does 
not make schools and classes less necessary or desirable, any more than in the 
case of teachers' raeetings, institutes, and conferences. In such cases, and in 
all cases, programs should be arranged with a definite view of awakening the 
professional interest of the janitors through organized study and conferences, 
and by providing books, magazines, etc., relating to their work. 

Some definite plan should be adopted and systematically followed by each 
city. The ofl!icial who is centrally charged with the care of school buildings — 
superintendent of buildings, supervisor of janitors, janitor-engineer, or what- 
ever his title — should organize a school or classes where janitors can secure 
instruction in the principles and methods relating to their positions, and all 
janitors in the service should be required to take this course. 

From the loose, careless manner in which a great deal of the janitor service 
is rendered, it is evident that a large percentage of the janitors are not only 
ignorant of the principles underlying their work, but of the best methods of 
performing some of their most elementary duties, such as cleaning, oiling, and 
care of floors; how to make and use sweeping compounds; proper methods 
of dusting, washing windows, and cleaning toilets. Instruction that would 
bring about improvement even in such matters would be of great value in 
raising health and housekeeping standards, and could be given in any school 
system. 

Moreover, janitors' conferences would be of great value in many school 
sy.stems in bringing about a closer acquaintanceship among the men themselves. 
The surveys reveal the fact that frequently janitors do not know the names of 
men in other buildings. Methods used by one man are new to another, and 
valual)le experiences are not shared. For example, some janitors use more 
coal than necessary, through lack of understanding of combustion and stoking; 
others waste water, gas, and electricity; on the other hand, some are skillful 
in saving, and in making the most of conditions. Some know how to oil floors 
satisfactorily, while others have the constant complaint of teachers and pupils. 
If janitors' organizations were formed for the purpose of studying janitorial 
108204°— 22 4 



22 THE SCHOOL JANITOR. 

problems, where all such experiences could be discussed and examined intelli- 
gently, savings would be effected and better service would result. 

SOME METHODS USED. 

In order to ascertain what efforts are being made in various school systems 
to give instruction to janitors with a view to increasing their efficiency and 
raising the standard of this service as much as possible, these two questions 
were asked : "Do you have any school or classes for the instruction and training 
of janitors, either before or after appointment? If so, what method is followed?" 

Of the 1,088 cities reporting, only 51, or less than 5 per cent, attempt to give 
instruction of any kind to their school janitors, the other 1,037, or 95 per cent, 
ansAvering "no" to the first question. Two of the cities reporting affirmatively 
did not mention the method used. A summary of the 49 reports received as to 
method employed is given in Table 6, following, in very much the same language 
as received. This summary might have been somewhat further condensed, but 
it seemed best to present it this way, as each item given contains some varia- 
tion from the rest. It will be noted that there is a great variety of methods 
reported — janitors' confei-ences ; " round table " meetings ; evwiing classes ;' lec- 
tures ; instruction by superintendents and head janitors ; courses by university 
extension departments, etc. 

Table 6. — Instruction of janitors. 



Methods used. 



Cities re- 
porting. 



Weekly meetings (Saturdays) of all janitors; duties discussed by clerk and experienced janitors. 

Monthly meetings for conference, instruction, and discussion of problems 

Pour "round table" meetings each year for instruction by the superintendent 

Meetings twice a year 

Meetings for conference and instruction by superintendent 

Janitors ' meetings; some'books read ; suggestions given 

7 or 8 lectures a year, of technical nature 

Occasional lectures 

Lectures twice a year 

Lectures and personal instruction, demonstrations, and discussions 

Lectures by experts from Iowa State College 

Courses given by extension department. University of Wisconsin 

Instruction by superintendent and head janitor 

Classes for janitors in evening school 

Night classes for 4 months, conducted by chief engineer 

Evening courses on ventilation 

Evening courses on fuel, combustion, etc 

Instruction in sanitation, heating, and ventilation , 

School conducted by building department 

Method not given 

Total 



In explanation of the scope and character of some of these conferences, 
lectures, and courses, a few actual programs executed, subjects discussed, and 
outlines of courses followed are given iierewith : 

1. Following are the programs of three " janitors' conferences," held in the 
schools of Highland Park, Mich., during the school year 1917-18 (52) : 

Conference October 8S, 1911: 

I. Some elements of promotion in rank and salary. 
II. The chief janitor's technical knowledge. 

Suggestive: (a) General facts about the heating plant; (6) economy 
in firing and .stoking ; (c) temperature, thermostats, and ventilation. 
III. Standards of work. 



ADMINISTRATIOSr OF JANITOK SERVICE. 23 

Conference January S-, 1918 : 

I. Sc'ieuriflc ilrmonstratiou of humidity and tUo impurities of the schoolroom. 
II. Diiiformity, use, and economy of janitors' supplies. 
III. Stamlnrdixntlon. 
Conference April IC, /.'i/S; 

I. The janitor as a nioral force,- relative to — 

(a) The management of high-school pupils. 
(6) The management of elementary pupils, 
(c) Cn'ic responsibility of the janitor. 
id) Playground democracy and the janitor. 
II. The janitor and the heaJth conditions of the s<;hool. 
(a) The janitor or the family physician, which? 
(6) Foes of good health as related to the janitor, 
(c) First aids the janitor should know. 

2. The Oakland, Calif., board of education, recognizing the broader scope 
of the modern janitor's u.sefnliiess in a school, reports that it has elevated (?) 
his oHicial rank to that of " School custodian." At the same time steps were 
taken to give thef5e custodians the benetit of the advice of experts living in the 
■\icinity, bearing upon the various phases of their work and responsibilities. 
A course of 17 lectures was first given in the spring of 1017 (50). No two 
were given by the same person, each lecturer being an expert in his particular 
subject. The subjects of these lectures, together with the official position of 
each lecturer, are as follows : 

Lecture 1. Introductory lecture : What the board of education expects of the cus- 
todian. By the president of the Oakland board of education. 

Lecture 2. What the superintendent expects of the custodian. By the acting super- 
intendent of schools. 

Lecture 3. What the business manager expects of the custodian. By the business 
manager. 

Lecture 4. Cooperation between the principal and the custodian. By the president 
of the Principals' Club. 

L<^cture 5. The custodian's relation to the pup-ils. By the secretary of the- Prin- 
cipals' Club. 

Lecture 6. The custodian's relation to recrfeation and social center activities-. By 
superintendent of recreation, San Francisco. 

Lecture 7. The custodian's part in the wider use of the school plant. By principal 
of the high school, Alameda. 

Lecture 8. Some conditions in the sc&ool environment which may affect the child's 
heftlth. By assistant professor of epidemiology, University of California. 

Lecture 9. The use and care of drinking fountains. By a specialist on the subject. 

Lecture 10. How to treat emergencies at school. By professor of hygiene, Univei'sity 
of California. 

Lecture 11. Fire prevention and control. By chief of Oakland fire department. 

Lecture 12. Heating and ventilating. By lecturer in architectural mechanics, Tni- 
versity of California. 

Lecture 13. The operation of oil burners. By specialist on th^ subject. 

Lecture 14. The use and care of steam-heating apparatus. By specialist on steam 
heating. 

Lecture 15. Automatic temperature regulation. (Illustrated by models and slides.) 
By expert of temperature-regulating devices. 

Lecture 16. The operation and care of school electrical equipment By supervising 
Inspector, electrical department, city of Oakland. 

Lecture 17. The oiling of floors. By specialist on the subject. 

3. Referring to the report of one city (Marshalltown, Iowa), that instruction 
is given by experts from Iowa State College, it should be explained tliat thi,s is 
a brief course for janitors given by the department of engineering extension. 
The course is printed in a 48-page pamphlet used as a textl)ook for classes, or 
for instruction by correspondence, and comprises eight illustrated and practical 
chapters on the following topics (58) : 1. Heat; 2. Heat travel; 3. Coal and com- 
bustion; 4. Methods of firing; .'. The heating plant; G. Good and bad air; 7. 
Humidity ; 8. Sweeping, cleaning, and sanitation. 



24 THE SCHOOL JANITOR. 

When given as a short course one of these texts is furnished each man, and 
five evening meetings for recitation and discussion are conducted. Tlie in- 
structor also calls on each man individually during the day in order that he 
may take up the special problems of his plant. 

This course is also given by correspondence for the benefit of janitors in charge 
of buildings in small towns Avhere there is not a sufficient number to form a 
class. 

4. One of the cities reporting (Oshkosh, Wis.), states that courses are given 
by the extension department of the University of Wisconsin. This course, in- 
augurated by Dr. Wm. D. Frost (47), embodies scientific and practical infor- 
mation which every janitor should possess. An outline of the course follows : 

Tentnation: 

The composition of the air. 

The relative importance of the various components from a hygienic standpoint, in- 
cluding the amount of air required per head, per hour, etc. 

Natural methods of ventilation, including the principles of air movements. 

Mechanical methods of ventilation. 

General principles. 

Various systems. 

Independence of heating and ventilating systems. 

The. effect of bad air on health, and the importance of pure air in maintaining the 
health tone. 
Heating: 

The necessity for heat. 

The amount required. 

The systems of heating and the advantages of each. 

The effect of insufficient heat on health. 

The effect of too hot rooms on health, » 

The effect of vylde fluctuations on health. 
Moisture in the air: 

Moisture in normal air. 

Moisture in air of heated rooms. 

Effect on health. 

Methods of testing and modifying humidity. 
Water: 

Dangers from impure water. 

Dangers from common drinking cup. 

Principles and types of sanitary fountains. 
Cleaning: 

Dust and its dangers. 

Composition. 

Effect on the system. 

Air-borne diseases. 

Methods of cleaning. 

Dry sweeping and dusting. , 

Use of dust-layers and dust cloths. 

"Vacuum cleaners. 

Methods and frequency of washing floors and woodwork. 
PlumWng: 

Elementary principles. 

Care of traps and closets. 

Periodic inspection. 
Disinfection: 

General principles. 

Liquid disinfectants. 

Gaseous disinfectants. 

Deodorants. 
Bpitting: 

Dangers from spitting. 

Necessity of preventing, 
Bpittoons: 

Forms. 

Care. 



ADMINISTRATION OF JANITOE, SERVICE. 25 

REGULAR TROGRAMS NEEDED. 

These occasional leetiire courses and meetings for instruction, as well as tlie 
short courses outlined, are all well enough as far as they go ; but the real need is 
for schools, classes, conferences, or instruction in some form, as a regular, 
established thing in every scliool system of any considerable size. An example 
of such classes are those maintained by the schools of St. Louis, Mo. (53). 
The meetings are held each Saturday forenoon. Among the regular instructors 
are the chief engineer, superintendent of shops and repairs, superintendent of 
janitors, superintendents of plumbing and electric work. 

Such subjects as tlie following are discussed : The chemistry and use of 
soaps ; effect of soap on varnish, paint, and woodwork ; chemistry and physical 
properties of varnish, paint, and pigments ; methods of cleaning and treatment 
of floors ; dusting ; nature and use of disinfectants ; chemistry and properties 
of coal and all other fuels ; principles of combustion and proper tiring ; care 
of boilers ; oils and lubricants ; air conditions and principles of ventilation. 

After each lecture there is a free and open discussion of the subject, in 
which each one is urged to express his opinion and give his experiences. 

The statement is made by the St. Louis commissioner of school buildings 
that these weekly lectures and conferences have been the means of greatly 
increasing the efficiency of the entire janitor and engineering force, and that 
there has been a reduction in the cost of operation and maintenance of approxi- 
mately 25 per cent. 

It is believed that, with some modifications, the course of instruction sug- 
gested by Doctor Dresslar in the Portland, Oreg., school survey (30) would 
admirably meet the needs of such regular meetings in most cities. This 
cour.se, Avith some additions and slight changes, is outlined below : 

1. Lectures by the superintendent and medical inspector ou such subjects as the 
following : 

Dust and its dangers. 

The selection and placing of school desks. 

The care of blackboards. 

The disinfection of toilets and schoolrooms. 

The general management of basements. ' 

The care of the health of a janitor. 

The proper temperature of a classroom, and why. 

How diseases are transmitted. 

2. Technical instruction by the school engineer, department mechanic, or other 
person or persons qualified to do so in the following subjects : 

How to build fires and stoke economically. 
The theory and supervision of thermostats. 
Plumbing fixtures. 

Sweeping compounds and how to make them. 
Oiling floors. 
Management of fans. 
The disposal of ashes and cinders. 
The management of vacuum cleaners. 
Sweeping and dusting. 
Protection against fires. 
Different methods of cleaning. 
?>. Special devices, or " tricks of the trade," set forth and illustrated by the most 
eflBcicnt janitors in the service. 

4. Lectures by selected principals on : 
Fire drills. 

The care of school property. 
The general management of boys. 
The moral influence of janitors. 
Opportunities of a janitor. 
The care of playgrounds. 

5. Discussion of the latest and best Information relating to the work of janitors, 
gathered from magazines and books. 



26 THE SCHOOL JANITOR. 

Instruction and training as suggested in the foregoing pages would not 
only secure greater efficiency in the janitor force, but it would eual)le school 
authorities to establish entrance requirements and demand professional prepara- 
tion of all apijlicants for janitorial positions. In other words, it would take 
the janitor's office out of the field of politics and favoritism, and introduce 
a system based upon merit. 



Chapter IV. 
FUNCTIONS OF THE SCHOOL JANITOR. 



I. DAILY CLEANING OF FLOORS. 

On the method of cleaning floors, reports were received from 1,097 cities 
These show that 891 cities use brush or broom with sweeping compound; 
276 use the oiled brush ; 222 vacuum cleaners ', 366 use two or more of the 
methods mentioned. IMany school systems use the vacuum cleaner only in 
the high school, or other one or more of the most modern buildings. 

VACUUM CLEAXERS. 

It is now generally kno^'Q that the best method of removing dirt from 
floors, as well as from walls and furniture, is by the vacuum system. It is 
true that vacuum cleaning has frequently not ivroven a success, but it i.^ 
believed that this has been due to the selection of the vsTong type of cleaner, 
to faulty installation, or failure to operate the machine properly. Faulty 
installation has probably been the most common mistake., 

In the survey of the public-school system of San Francisco, Calif., made in 
1917 (34), it was found that, while- vacuum cleaning systems were installed 
in all the newer school buildings in San Francisco, most of the janitors used 
them but once a year — during the vacation period. Others used them oc- 
casionally to clean the rugs and carpets in the principal's office. 

Other school surveys and reports indicate that this same condition pre- 
vails in a great many places. There are two reasons given for this failure 
to use the vacuum systems installed. First, the only openings to which the 
suction hose can be attached are in the halls, one opening to serve several 
rooms. This necessitates a long, beavy hose, entirely too heavy and un- 
wieldy for a man to handle with any degree of satisfaction. In the sec- 
ond place, on account of the length, the friction of the hose is so great 
that the suction is reduced to such an extent that the force is not great 
enough to gather up the sand and dirt from the floors. 

For these reasons, many hundreds of thousands of dollars worth of vacuum 
cleaning machinery installed in school buildings is not used enough to warrant 
the expense of installation. 

From observations and time studies made a feAV years ago by the Chicago 
board of education (38), as well as reports obtained from other cities at 
the time, it was found that the labor cost for vacuum cleaning was about 
the same as for sawdust and broom sweeping, where the frequency of cleaning 
was the same. But the quality of the work must be considered as well as 



FUNCTIONS OF THE SOHOOL JANITOR. 27 

the expense. Followini; are some of the advantages of the vacnum system of 
cleaning schoolhoiises : 

1. By this method the dirt and dust are gathered up from the Uoors and 
walls, and carried directly from the rooms to a central place of deposit, 
preferably in the basement, where they can not be of any further danger to 
tlie health of pupils and teachers. 

2. The dirt that finds its way into the cracka of floors can only be re- 
moved by the use of the vacuum cleaner. Broom sweeping, even with the 
iise of sweeping compounds, does not get the dirt and dust out of the cracks. 

3. The vacuum method makes it unnecessary for the janitor to go over the 
room the second time in order to dust furniture, wainscoting, railings, etc., 
as no dust is stirred up. Valuable time, therefore, is saved. 

4. A fourth' advantage in the vacuum system is that by this method walls 
and ceilings may be cleanetl without injxiring them, and without throwing 
clouds of dnst into the air. 

5. Vacuum cleaning has still another distinct advantage. Teachers and 
pupils, especially in high schools, frequently find it desirable to stay after school 
hours on account of club meetings, woi'k in laboratories and gymnasiums, re- 
hearsals for plays, and the like; but in most cases the rules require them to 
leave shortly after the close of school. And even if they are permitted to stay, 
the atmosphei'e in the entire building is dusty when the cleaning work is 
being done. With vaciium cleaning, teachers and pupils could be permittc^l to 
stay after school hours, and the janitor conld be permitted to start defin- 
ing immediately upon the dismissal of school. 

SWEEPING COMPOUNDS. 

But in some places, especially in some of the older buildings, the installa- 
tion of vacuum cleaning systems is hardly practicable, and some other method 
of cleaning must be followed. 

Where it is impossible to secure the vacuum system, the next best method 
is to scatter sweeping compound on the floor, and then gather up the dirt 
and dust by the use of a fiber brush or broom. There are many standard 
preparations, sold in the market under various names, which catch and hold 
the dirt until it can be gathered up into a pile and removed. These prepara- 
tions are usually made with a basis of sawdust or paper, mixed with water, 
oil, or wax. Some of them are expensive, but any intelligent janitor can make 
his own sweeping compound at very small cost. Dampenetl sawdust, with 
a little clean sand and disinfectant mixed in, will be found just as effective 
as any of the patent compounds on the market. 

It is found that in many places there' is a prevailing belief among janitors 
that if floors have been oiled the use of sweeping compounds is unnecessary. 
As a matter of fact, sweeping compound reduces the number of dust particles 
to such an extent as to justify its daily use, both in halls and classrooms. 

(1TLF.D rmrrsH. 

Oiled brushes are now being used to a considerable extent for removing <lirt 
from floors. This is an ordinai-y brush fnrnished with a small tank containing 
kerosene. The kerosene feeds down slowly from the tank upon the brush 
find keeps it slightly moist. By keepiug floors well oiled and using this type 
of brush in sweeping, the floors can be kept reasonably free from dust and dirt. 



28 



THE SCHOOL JANITOR. 



DRY BROOM. 

The worst method used in the removal of dirt is that of dry sweeping with 
the old-fashioned broom, and it is surprising that as many as 137, or about 12J 
per cent of the cities reporting, still use this method. This sort of sweeping 
removes only the coarse dirt, which is harmless because it can not be breathed 
into the lungs. The fine dirt, the only kind that is injurious, is stirred up 
and mixetl with the air, to settle on desks, walls, woodwork and floors as soon 
as the sweeping is done. 

TESTS OF VARIOUS METHODS OF CLEANING. 

A study which throws a great deal of light on this phase of the subject is 
the series of bacteriological tests made by William D. Frost and Vermillion A. 
Armstrong (48). These tests are valuable because they show the effective- 
ness, or ineffectiveness, of the various methods of cleaning, and should serve 
both as an additional warning against the dangers of dust and dirt, and as 
an incentive to all school authorities to see that the most improved methods of 
cleaning are employed. Some of the main results of these tests are summa- 
rized as follows : 

Di'y broom. — In order to test cleaning by ordinary dry broom, a moderately 
clean floor was selected, the number of bacteria per sq. cm. was determined, 
and the floor was then swept. The results are shovm in Table 7; 

Tarle 7. — Cleaning efficiency of ordinary hroom (hncteria per square 

centimeter). 



Experiment. 


Number 

found on 

floor. 


Number 

after 
sweeping. 


Percent- 
age of 
bacteria 
taken up 

in 
sweeping. 


1 


73 
48 
28 
90 


9 

5 

3 

39 




2 




3 




4 .. 










60 


14 


77 







AVhile this experiment shows that a number of the bacteria are removed by 
the operation, it should be recognized that a large portion of them go into 
the air only to settle on the floor again. A number of experiments which were 
made in another connection indicated that the number of bacteria in the air 
after sweeping, over and above those ordinarily present, was such that seven 
bacteria were falling on each square centimeter per hour ; so that, if the room 
were tightly closed, it would not be long before the floor would have nearly as 
many bacteria as were found before sweeping. 

Oil broom. — In Table 8 are shown the results of 10 tests made with a patent 
oil broom. These tests indicate that as much as 37 per cent of the bacteria can 
be removed from the floor by the oil broom ; but experiments 8 to 10 show that 
the use of this broom may actually increase the number — in this case there 
was an increase of 4.50 per cent. The broom with which the test was made had 
been used several times, and an effort had been made to thoroughly clean it 
before using the test ; but this was found to be a difficult, if not impossible, task. 



FUNCTIONS OF THE SCHOOL JANITOR. 



29 



The bacteria increase was due to the number which still remained in the broom 
from previous usage, in spite of the cleaning. 

Table 8. — Tests made loith a ixifcnt oil broom (harterin per s(iiiare centimeter) . 



Experiment. 


Number 

found on 

floor. 


Number 

after 
sweeping. 


Percent- 
age of 
bacteria 
taken up 

in 
sweeping. 


1 




620 

1,008 

363 


380 
541 
595 




2 




3 












660 


.505 


23 








4 


8,900 

6,500 

26,600 

19, 500 


4, 4.50 
8,600 
16,000 
15, 300 




5 




6 




7 












17,875 


11,087 


37 








g 


4 
4 
3 


23 
13 

18 




9 • 




10 - 












4 


IS 


1 4,50 









1 Increase. 

Siceeping compound. — In this test a patented product was used. Tlie com- 
pound was sprinkled on the floor or put into a reservoir on the broom to be 
swept ahead of the broom. Results of the test are shown in Table 9. 

Table 9. — Tests made loith sweeping compound and hroom {bacteria per 

square centimeter). 



Experiment. 


Number 

found on 

floor. 


Number 

after 
cleaning . 


Percent- 
age of 
bacteria 
taken up 

in 
sweeping. 


1 


448 
936 
442 


126 

1,084 

398 




2 




3 










608 


536 


28 







Vacuum cleaners. — For this test, two permanent systems were chosen, one in 
which the vacuum is produced by an electric fan, and the other by means of 
a steam aspirator. Of the many different types of portable cleaners, live were 
selected for use in this test. 

Both of the permanent systems tested proved satisfactory from a sanitary 
standpoint. One removed 95 per cent of the bacteria from the floor, and the 
other 79 per cent. Of the portable types, several proved quite efficient, the dif- 
ferent types removing 82 per cent, 77 per cent, and 57 per cent, due to varia- 
tions in motive power, manner of construction, shape, and size of brushes. 

In the permanently installed systems bacteria in the dirt are taken out of 
the room entirely, and if the discharge pipe is properly located, the bacteria 



30 



THE SCHOOL JAIiTITOR, 



are a matter of no further concern. The condition is different in the portable 
systems, whicli discharge the air directly into the room. In some, the air has- 
been filtered or strained through a bag; in others, the dust and bacteria are 
retained by a series of baffles. Thus it is ordinarily quite impossible to keep 
the bacteria from getting back into the room. It has been demonstrated that 
bacteria may be carried from one room into another by these portable cleaners, 
because they allow the escape of bacteria contained in the dirt. Foi; this rea- 
.son. traveling cleaners may be an actual menace to health, for if bacteria can 
be carried from room to room they can probably be carried from house to house. 



II. PERIODIC CLEANING AND TREATMENT OF FLOORS. 

SCRUBBING FLOORS. 

It is evident that in many places there is too much washing and scrubbing 
of wooden floors. The old-time belief that the only way to have a clean, sani- 
tary floor is to scrub it with water and soap still seems to be quite prevalent. 
A summary showing the frequency with which floors are scrubbed in the 923 
cities reporting on this point, is given in Table 10 : 

Table 10. 



Frequency. 



Daily 

Twice a week 

Weekly 

Twice a month. . . .- 

Monthly 

Once in 6 weeks.. . 
Six times a year. . . 
Five times a year . 
Four times a year. 
Three times a year 
Twice a year 



Cities 
report- 
ing. 




1 

42 

18 

121 

6 

9 

2 

55 

126 

234 



Frequency. 



Once a year 

As needed 

Irregularly 

Rarely 

When direc'ted by principal 

Once in 2 years.." 

Once in 5 years 

Never 

Total 



Cities 
report- 
ing. 



169 
95 
6 
4i 
1 
1 
1 
32 



923 



It will be seen that 42 cities scrub the floors weekly, 18 evei*y two weeks, 
121 monthly, 55 four times a year, 126 three times a year, 234 twice a year, 
and 169 once a year. In 95 cases the floors are scrubbed " as needed," and 
in 32 cities they are not scrubbed at all.. But all except two of the 32 cities 
where the floors are never scrubbed report that the floors are regularly 
treated with oil, with a frequency ranging from yearly to monthly. 

The best authorities agree that schoolroom floors should not be scoured 
except when absolutely necessary. Experience has demonstrated that too 
frequent washings have a very injurious effect upon most wooden floors. The 
alternate swelling and shrinking of the boards widen the cracks, cause the 
boards to warp, the grooves to split, and in the course of time the surface 
becomes rough and splintered. Moreover, the widened cracks become filled 
with dirt and mud, which dry and give rise to clouds of dust when tlie boards 
are walked over. If floors are once well cleaned, and then kept oiled or 
waxed, it is very seldom that they will need to be scrubbed or washed. 



OILING FLOORS. 

The large number of cities which report that their schoolhouse floors are 
oiled indicates that this treatment of floors is in more general use than it 



FUNCTIOIS'S OF THE SCHOOL JANITOR. 



31 



was a few years ago. A summary of these reports ia given in Table 11. 
There were 1,073 reports received in answer to the question as to whetlier 
or not floors are oiled. Of these, 890 cities, or about 83 per cent, reportetl 
in the affirmative, while 183, or 17 per cent, stated that floors were never 
oiled. 

In the cities reporting ou the frequency with which floorm are orle«l, it will 
bo noted that the range is all the way from daily to yearly, the largest 
number in practice being 372, twice a year, and the next, 197, once a year. 
Those who are best qualilietl to speak on the subject state that as a general 
thing floors should be oiled at least two or three times a year. 

Included in the following table is also a summary of the reports as to how 
the oil is applied. An oil mop, a brush with an oil reservoir, a sprayer or 
atomizer, and other special oiling devices under the head of " oilers," are 
given as the most common methods of applying the oil to the floors. 

Table 11. — Oiling floors. 



Frequency. 



Daily 

Twite a week 

Weekly 

Twice a month 

Monthly 

Once in 6 weeks... 
Six times a year. .. 
Five times a year. . 
Four times a year . 
Three times a year 

Twice a year 

Once a year 

As needed 

Never 

Total 



Cities re- 
porting. 



1 

1 

10 

3 

25 

2 

6 

2 

43 

79 

372 

197 

73 

183 



997 



How oil is applied. 



Mop 

Brush 

Sprayer 

Oiler 

Sprayer and mop 
Cloth 

Brush and mop.. 

Oiled hroom 

Oiled pad 

Oiler and mop... 
Oiled sawdust. . . 
Sheepskin 

Total 



Fre- 
quency. 



275 

259 

124 

94 

19 

11 

5 

3 

3 

2 

1 

1 



797 



A great deal has l)een said both for and against the use of floor oils. Boards 
of education have frequently been known to forbid their use entirely. The 
three principal objections urged are: (1) That the use of oil increases the tire 
hazard; (2) that it soils the clothing of pupils and teachers; and (3) that 
the oil has an unpleasant mlor and is otherwise disagreeable. 

It is believed that all of the objections are due to the use of poor quality 
of oils and to carelessness or ign<n'ance in their application. Before the oil 
is applied, the floors should be thoroughly cleaned, and allowed to dry. Then 
a very light coat of hot oil should be spread over the flooi's, either by means 
of a brush made for the puiiiose, or sprayed over with an atomizer. The oil 
should be well rubbed in with a felt pad or woolen cloth, and all that is 
not absorl^ed carefully wiped up. The floors should then be allowed to dry 
for several days Iwfore the rooms are used. The oiling will, tlierefore, usually 
have to be done during the summer vacation, or the Christmas or Ei^ster 
holidays. If the work is intelligently and carefully done, there can be no doubt 
that oil makes the best finish for schoolroom floors. 

This treament of floors, when proi^erly done, has at least two distinct ad- 
vantages, as shown by various tests and exi>erinients: First, it preserve>4 
the floors and improves their wearing qualities; and, second, it reduces the 
number of floating dust particles and the number of bacteria in schoolroom 
air very nrach below \\hat they would otherwise be. 



32 



THE SCHOOL JANITOR. 



The amount of germ-carrying t^lust in a room can be tested by exposing to 
the air, for a given time, a gelatin plate of standard size and material. This 
plate catches the floating germs and acts as a culture medium for the develop- 
ment of colonies of bacteria. The plate is then examined under the microscope, 
and the number of bacterial colonies counted. The results of such a test are 
given in the following table from Doctor Lambert (51) and show quite clearly 
the effect of floor oil on the number of bacteria in schoolroom air: 

Table 12; 



Plates exposed. 



5 minutes in still air 

30 minutes in stiU air 

5 minutes during sweeping 

5 minutes just after sweeping 

5 minutes beginning 10 minutes after sweeping 
5 minutes beginning 15 minutes after sweeping 



Colonies of bacteria . 


Floors 


Floors 


treated 


not 


with oU. 


treated. 





7 


2 


12 


38 


456 


11 


79 


6 


62 


1 


31 



Other tests referred to by Lambert in the same article show that bacteria 
are no more numerous over an oiled floor four weeks after treatment than over 
an unoiled floor two days after scrubbing; and that an old, worn floor is more 
sanitary when oiled than a new, well-laid floor which is not oiled. 



III. DUSTING. 



PREVENTION OF DUST. 

Good school housekeeping is largely a matter, either of preventing dust or of 
removing it. Attention has already been called to the fact that much can be 
done in the way of preventing dust by keeping the floors well oiled, the use of 
sweeping compounds, and by means of the vacuum cleaner. In addition to these 
improved methods of sweeping and treating floors, a number of other things 
can be done to prevent the manufacture and accumulation of dust in school 
buildings. Some of these are: Requiring the children to keep their shoes as 
free from dirt and mud as possible, for which purpose there should always be 
a liberal supply of good doormats; requiring, as far as possible, all play and 
physical training exercises out of doors, as it has been found that the stamping, 
mai'ching, and play of children in the rooms and halls increase the amount of 
dust in the building many times over. 

A great deal of dust can be prevented by using the blackboards only when 
actually needed ; substituting the so-called " dustless " crayons for the soft chalks 
so generally used ; collecting with damp cloths and removing the chalk dust 
from the trays of blackboards at least twice a day ; taking all erasers from 
classrooms and cleaning them thoroughly at the close of each school day. 

Basements, also, should have special attention with respect to dust, particu- 
larly when they are used for playground purposes. As a general thing, base- 
ments are not well ventilated, and the movement of children's feet over the 
cement floors produces a mineral dust, which is the most injurious kind of dust, 
on account of the sharp, cutting character of the particles. For this reason, 



rUNCTIONS OF THE SCHOOL JAXITOE. 



3S 



as well as for moral reasons, some cities have abolished basement play alto- 
gether. 

FRESH-AIR CHAMBERS. 

Where the building: is supplied with a mechanical vontilatin.cc system, much 
can be done to keep the air pure and wholesome by keeping tlie fresh-air supply- 
free from dust. The surveys and reports examined sliow tliat in a large per- 
centage of buildings the fresh-air chambers are used as storage rooms. In 
them are often found piles of sand, kindling wood, oil cans, brooms, mops, old 
boxes and barrels, the accumulated trash of several weeks, and frequently all 
covered with a coating of dust. Even where the fresh-air chambers are not 
used for storage purposes, if the intake is on a level with streets, alleys, and 
sandy playgrounds, they must soon become dust-chambers through which the 
air nnist pass into the classrooms, to be breathe^l by teachers and pupils. 
Fresh-air intakes should be elevated 10 or 12 feet above the ground, and fresh- 
air chambers should, of course, be kept clean at all times. 

FREQUENCY IN DUSTING. 

As to the frequency with which dusting is done, the returns show that of 
the 1,043 cities reporting, 933, or about 89* per cent, dust daily. While this 
at first would seem to be a very good showing, yet it must be admitted that for 
as many as 110 cities, or lOJ per cent, not to dust daily, tlie range being all 
the way from three times a week to never, is a little disappointing. Every- 
one knows that dusting should be carefully done every day. This should be 
done in the morning before pupils begin to assemble, all sweeping having 
been completed the evening before. 

The frequency with which dusting is done in the cities reporting, and also 
the methods used, are shown in the following table : 





Table 13.- 


—Dusting. 




Frequency. 


Cities 
reporting. 


Method used. 


Cities 
reporting. 


Baily 


933 

22 

38 

20 

13 

4 

7 

1 

5 


Damp cloth 


778 




Oiled cloth 


151 




Feather duster 


129 




Dustlcss duster 


41 




Oiled duster 


23 




Treated cloth 


16 




Dry cloth 


16 


Twice a year 




5 


Never , 




3 








2 






2 




Wool duster. .. . . 


1 






1 




Total 




Total 


1,043 


1, lf>8 






Less number using 2 or more methods. . . 
Actual number cities reporting on 


im 




1.002 









METHODS EMPLOYED. 

If dust is to be kept down or effectively removed, the mctliod used is of the 
utmost importance. There were 1,002 i-eports received on the method, or 



34 THE SCHOOL JAjSTITOE. 

methods, employed, two or more methods being used in some cities. As will 
be seen from the table, 778 cities use damp cloth, 151 oiled cloth, 129 the feather 
duster, 41 '" dustless ' dusters, and 23 oiled dusters. The remaining 46 reports 
are distributed among various methods, as shown in the summary. 

Dusting should be done in such a manner as to take up and remove as much 
of the dust as possible, and at the same time stir up and dispense as little 
as possible during the process. As stated in a previous section, where the 
vacuum system is in daily use, the dust is taken up and removed along with 
the coarse dirt, and dusting as a separate operation is largely eliminated. 
Where vacuum cleaners are not used, the method of dusting which has been 
found mo.st effective is by the use of a cloth slightly dampened with water or 
moistened with oil or wax. The so-called " dustless " dusters now on the mar- 
ket usually consist of a piece of coarse cloth dipped in some oil preparation, 
and then allowed to di'y until only enough oil remains in the meshes to catch 
and hold the dust. 

The most inefficient way to dust is with the mediseval feather duster, and 
the wonder is that this pernicious method still holds sway in the school build- 
ings of so many progressive cities. The reports show, as stated above, that 
it is used either wholly or in part in 129 cities, or 12* per cent of all those 
reporting. It should not be necessary even to call attention to the fact that 
feather dusters should not be permitted in a school building. They do not 
remove the dust, but only stir it up, either to settle do\\Ti again on furniture 
and woodwork or breathed into the lungs of occupants of the building. This 
method of dusting is worse than none at all, and should be prohibited by law. 

WHY DUST IS DANGEROUS. 

As already stated, dusting is one of the most important matters involved in 
the care of school buildings. Every janitor or custodian of a school building 
should not only know that dust is a common cause of ill health, but he should 
know the composition of dust and why the presence of dust particles makes 
the air children breathe so injurious; that in one cubic inch of good country 
air there are said to be 2,000 particles, while in a cubic inch of city air there 
are 3,000,000 particles, made up of dried manure and sputum, tobacco, ashes, 
soot, shop and house sweepings, decaying vegetation, bits of stone, glass, and 
cement. To these particles are frequently attached disease germs, and when 
such particles are breathed they irritate the air passages and make them 
fruitful soil for the growth of these gern^s, which multiply and produce colds in 
the head, catarrhal conditions of nose and throat, bronchitis, and tuberciilosis. 
The px'evalence of these disorders among people who live in cities, and the 
composition of dust in city air, should bring school and municipal authorities to 
realize the need of 1)etter housekeeping, cleaner streets, the elimination of all 
smoke and dust nuisances, and improved sanitary conditions generally. 

Some one may say that school children will have to breathe this kind of 
air the rest of the 24 hours of the day, so why not while in school? The 
answer is, that it is the school's duty to keep the air in school buildings as free 
from dust and other impurities as possible, and if it can be kept purer and more 
wholesome there than that which must be breathed in the city generally, cer- 
tainly something has been gained. 

IV. WASHING WINDOWS. 

It is evident that most schoolroom windows are not washed often enough. 
There is little use to provide a specified amount of window area, as compared 



FUNCTIOI^S OF THE SCHOOL JANITOR. 



35 



with the floor area in schoolrooms, if the glass is not kept clean after it has 
been installed. 

Of the 1,009 cities reporting on the question as to how often windows are 
washed, 125, or 12 per cent, do not wash the windows oftener than once a 
year. In 302 cases, or 30 per cent, they are washed only twice a year; in 
136, or 13 per cent, three times a year; and in 91 cases, four times a year. That 
is to say, as shown in Table 14, in 054 cities, or 64 per cent of those reporting?, 
schoolroom windows are washed from once to four times a year. If the exact 
facts were known in regard to the 216 cases reporting "as needed" (which 
may mean much or nothing according to circumstances), it is quite probable 
that the above last named percentage would be very much larger. Only 93 
cities, or 9 per cent, wash their schoolroom windows as often as once a month. 
By a reference to the table it will be seen that the largest number report a 
frequency of twice a year. It is believed that this, or even three or four times 
a year, is not sufficient as a general thing. Of course, the frequency must 
vai-y with the locality. In smoky manufacturing cities, it is sometimes de- 
sirable to have classroom windows washed on the outside every day or 
two ; and there are very few cities and towns in which windows should not be 
cleaned at least once a month during the school year. 

Table 14. — Washing nindotcs. 



Frequency. 



Weekly 

Twice a month 

Once in 3 weeks... 

Monthly 

Once in 6 weeks... 
Six times a year... 
Five times a year. 
Four times a year. 
Three times a" year 



Cities 
reporting. 



6 
3 
1 

93 
4 

16 
4 

91 
130 



Frequency. 



Twice a year 

Once a year 

As needed 

Irregularly 

Occasioually 

When required by the authoritie; 

Total 



Cities 
reporting. 



302 

125 

216 

5 

6 

1 



TESTING DIFFERENT CONDITIONS. 

An investigation made by the Boston branch of the Association of College 
Alumnae, referred to by Dr. Putnam (5), shows how varying conditions which 
exist at different buildings, even in the same city, require variations in the fre- 
quency with which windows must be washed, if they are to be kept clean. The 
rules required that the windows shoukl be washed twice a year. The object of 
the investigation was to ascertain whether this was often enough, or whether 
with this number of washings there were any windows on which sulhcient dirt 
accumulated to obstruct the light enough to injure the vision of pupils. A 
photometer was used to measure the amount of light admitted before and after 
the windows were washed (1) on the inside, and (2) after washing on both 
sides. 

For this study, the school buildings were divided into three groups: (1) Those 
that were situated on high ground where there were no obstructions, such as 
trees and near-by buildings, to shade the windows; (2) buildings on streets 
of medium width, and surrounded by buildings the average height of which 
was less than that of the school building; or the buildings whose window area 
was somewhat less than it should be ; and where smoke, dust, and other impuri- 
ties were "present in average quantities;" (3) the worst class of buildings was 
made up of those located where there was a great deal of dust, smoke, and 
other inqjurities in the air, and where they were suiTounded by tall buildings 
and by alleys, and which were old, with insufficient window area. 



36 



THE SCHOOL JANITOR. 



In Older to have the intensity of the light as nearly constant as possible, all 
the tests were made on dull, overcast days. 

The results of the investigation showed that in the best group of buildings 
the light was about 4 per cent stronger after washing the windows on the inside, 
and about 10 per cent stronger after washing on both sides. 

In the second, or intermediate class of buildings, the light before washing 
was reported as being about half as intense as that of the best buildings, and 
the gain, both after the inside and outside washings, was about twice the gains 
■shown, respectively, in the best buildings, or about 20 per cent in all. In other 
words, the windows of the second class of buildings were dirtier, both inside 
and out, and consequently needed washing oftener than those of the the best 
group. 

In the third or worst class of buildings, it was found that before the windows 
were washed the intensity of the light averaged about one-fifteenth as much 
as that of the best buildings. The gain was about 21 per cent after washing 
on the inside, and about 6 per cent more than that after washing on both sides, 
or 27 per cent in all, showing that this group was also dirtier than the best build- 
ings and needed more frequent washings. 

Two weeks after the windows of all the buildings had been washed the light 
Avas again measured. The windows of the second or intermediate class had 
become three times dirtier than those of the bes<- group, and those of the worst 
group had become s:x times dirtier. This would indicate that if the rule requir- 
ing all windows to be washed twice a year was sufficient for the best class of 
buildings, those of the intermediate and worst groups should be cleaned from 
three to six times as often. 

The results of the investigation show that in cities where the school buildings 
are surrounded by such widely varying conditions, they should be grouped in 
the manner indicated, and a frequency rule for washing windows applied to 
each group, instead of requiring that all windows be washed the same number 
of times. 

V. CLEANING TOILETS. 

Many of the educational surveys examined state that the toilets were found to 
be in an insanitary condition. An examination of the reiwrts on the question 
as to the frequency with which they are cleaned would seem to point toward the 
same conclusion. By referring to Table 15, it will be seen that only about 
ill per cent of the cities reporting have the toilets cleaned daily. The frequency 
in the remaining 49 per cent ranges from three times a week to yearly. In' 
2G8 cities, or 27 per cent, toilets are cleaned weekly, and in 143, or 14 per cent, 
they are cleaned " as needed." 

Table 15. — Cleaning toilets. 



Frequency. 



Daily 

Three times a week 

Twice a week 

Once a week 

Twice a month 

Once a month 

As needed 

Six times a year — 



Cities 
reporting. 



31 
268 
3 
U 
143 
2 



Frequency. 



Four times a year. 
Three times a year 

Twice a year 

Once a year 

Inegularly 

Frequently 

Total 



Cities 
reporting. 



rUNCTIONS OF THE SCHOOL JANITOK. 



87 



It is very important that schoolliouse toilets be Icopt scrupulously clean at 
all times. Disease gernrs are frequently found in great numbers upon seats, 
doors, and walls of toilets, and even on the handles of outer doors. Besides 
the routine daily cleaning of toilets, all toilet-room floors should be washed up 
at least once a week ; and toilet seats, chains, and the handles of toilet doors, if 
any, should be washed frequently with a good germicidal preparation, not merely 
a deodorant — a distinction which school authorities, as well as other people, 
frequently fail to make. A deodorant merely neutralizes offensive odoi's, 
generally by substituting an odor that is pleasing for one that is not pleasing. 
A disinfectant or germicide destroys or renders harmless infectious matter 
and disease-producing germs. 

Direct sunlight is the best disinfectant, and the prevalence of disease germs 
in toilet rooms is frequently due to the fact that these rooms are so located, 
and face in such a way, that the direct rays of the sun are shut out during the 
greater part of the day, and in a great many cases altogether. Sunshine and 
cleanliness will prevent and destroy more gernrs than any artificial disin- 
fectant known. " Sunshine, Sui>ervision, and Soap " has been suggested as a 
worthy sanitary slogan for every school, not only in connection with the care 
of toilets, but in all other housekeeping matters as well. 



Chapter V. 
RURAL SCHOOL JANITORS. 

It was not the intention to make a study at this time of rural school jani- 
tors, but in following out the various lines of investigation in connection with 
city schools, some facts and figures have been gathered incidentally which 
throw a good deal of light upon the janitor service in rural communities, and 
it is thought that a few of these are of sufficient value and interest to be 
included in the present study. 

THE OHIO SURVEY. 

An intensive study of 659 rural and village schools in 88 counties, in the State 
of Ohio, (29) reveals a condition in regard to rural school janitors which is 
more or less typical of the service throughout the country. The following 
tables give in a condensed form the data collected by the survey commission 
in reference to the frequency of dusting, kinds of dusters used, scrubbing, 
sweeping, and the pay of teachers for doing janitor work : 

Dusting. 





Township. 


Special 
district. 


Village. 


nigh 

school . 




One 
room. 


Central- 
ized. 


Number of schools visited 


592 
497 


17 
15 


13 
12 


13 
13 


22 


Number of schools reported on 


20 







Dusted. 


Per cent. 


Daily 


61.2 
29.4 
6.2 
3.1 
15 


66.7 
20.0 
13.3 


58. 3 
41.7 


92.3 

7.7 


75.0 


Twice a week 


25.0 



































38 



THE SCHOOL JANITOR. 
Ei)}<ls of dusters. 





Township. 


Special 
district. 


Village. 


High 
school. 




One 
room. 


Central- 
ized. 


Number of schools visited 


592 
575 


17 
16 


13 
12 


13 
13 


22 


Number of schools reported on 


20 







Using- 



Per cent.i 



Yarn duster 

Dry cloth 

Damp cloth 

Treated cloth 

Feather duster 

Actual number using feather duster 



3.0 
67.6 
24.2 

4.0 

11.0 

63 



12.5 
25.0 
31.3 
12.5 
31.3 
5 



91.7 
16.7 
8.3 



38.5 
53.8 
15.4 
30.8 
23.1 
3 



20.0 
40.0 
35.0 
25.0 
40.0 



1 Percentages do not total 100 per cent because in some schools more than one kind of duster is used. 

ScruhMng. 



Township. 



One 
room. 



Central- 
ized. 



Special 
district. 



Village. 



High 
school . 



Number of schools visited 

Number of schools reported ou. 



592 
559 



Scrubbed. 



Per cent. 



Never 

Once a year 

Twice a year 

Three times a year. 
Four times a year . 



3.7 
68.2 
20.0 

3.2 

4.8 



10.0 
30.0 



76.9 



23.1 



33.3 
16.7 
16.7 
33.3 



Swcepiiifi. 





Township. 


Special 
distr'ct. 


ViUage. 


High 
school. 




'One 
room. 


Central- 
ized. 




592 
574 


17 
14 


13 
13 


13 
13 


22 




21 






Swept. 




Per cent. 














Daily 


57.7 

30.7 

11.0 

.7 


57.1 
35.7 
7.1 


76.9 


100 


81.0 












19.0 




23.1 















RURAL. SCHOOL JAXITORS. 
Pay of teachera for janitor work in one-room townshii) schools. 



39 



Number 

of 
teachers. 


Number 
report- 
ed on. 


Per ceut receiving per month- 


Number. 

receiving 

no pay 

(iUegaf). 


More 
than S2. 


S2. 


Less 
than S2. 


Nothing. 


353 


322 


20.2 


37.3 


■10.1 


2.1 


8 



It will be observed that 61 per cent of the one-room township schools re- 
ported on were dusteti daily, and that 9 per cent were dusted once a week, 
or less. 

About 11 per cent of the schools used the deadly feather duster, while 24 
per cent used damp cloths in dusting. 

The report also shows that lloor oil for the prevention of dust was used by 
11.6 per cent of the township schools. 

Nearly 4 per ceut of the doors of the one-room township schools were re- 
ported as never scrubbed. 68 per cent as scrubbed but once a year, and less than 
5 per cent as scrubbed four times a year. 

Of the one-room township schools, 57 per cent were swept daily. All of 
the 13 village schools inspected were swept daily. Out of 614 elementary 
schools of all kinds, 73 were swept only once a week, or less. 

The report further shows that only 5.2 per cent of the one-room township, 
43.8 per cent of the centralized township, 7.7 per cent of the special district, 
and 52.3 per cent of village schools visited use any sweeping compound. 

THE ILLINOIS SURVEY. 

In the Illinois school survey (25), made in 1917 under the direction of 
L. D. Cof&uan, one of the studies embraced the rural schools of IS counties, 
in which there were more than 3,000 schools. Obviously, it was impossible for 
the commission to visit them all. So, the superintendent of each county was 
asked to select for visitation his best school, his worst school, and two of his 
average schools; the basis of the selection being the building and its equip- 
ment, and the intei*est manifested by the community in the school. Follow- 
ing this plan, 78 schools were visited by a member of the survey staff, accom- 
panied in a few instances by the county superintendent. From the report of 
this survey, the following facts are gleaned in regard to janitor service : 

As a rule, the teachers did their own janitor work — what little was done. 
In many cases there was apparently no attempt to keep the grounds clean and 
attractive and the toilets were in a very insanitary condition. 

Sweeping. — Floors were not generally well swept. There was dust in corners 
and under the desks, and food upon the floors. The sweeping was frequently 
done in the morning. 

Dusting. — No intimation as to how dusting was done. The only statement on 
this point i.s that when sweeping is done in the morning, the dusting is a 
" useless piece of work." 

Blackboards. — For the most part, blackboards were reported to be in a 
fairly clean condition ; likewise, the ledges and erasers. However, in 16, or 20 
per cent, of the schools visited, the ledges of blackboards were reported full 
of chalk dust. 

Sfrubhing floors. — As a nale, floors had been scnibbed in the fall before the 
opening of school. Except in rare instances, it was found that rooms were not 
scrubbed oftener than once a year. 



40 THE SCHOOL, JANITOR.. 

Walls. — In many of the schoolrooms the walls and ceilings were begrimed 

with smoke, the papering loose and discolored — a fertile soil for disease germs, 

W indoles. — Even in the best of schools the windows were seldom washed. 

JANITOR WORK BY TEACHERS. 

In 357 of the 659 classrooms visited by the Ohio Survey Commission, the 
teachers did the janitor work, 353 of whom were in one-room township schools. 
Contrary to law, 8 of these receiveil no pay for their services. Over 40 
per cent received less than $2 per month. 

Both the Ohio and Illinois survey reports show that in some districts poorly 
paid teachers have immaculate school buildings and grounds only as a re- 
sult of their own efforts and their determination to live in clean surround- 
ings. They are frequently without either the material or moral support of 
their communities. In some cases the teacher has to scrub the school build- 
ing before school can be opened in the fall. 

The real trouble, not only in Ohio and Illinois, but almost everywhere else, 
lies in the fact that most of the rural school districts consider the care of 
school buildings of little or no importance. Teachers should not be expected 
or required to do their own janitor work in order that they and the children 
may have clean buildings. To pay teachers a few dollars extra per month for 
this sort of service, or to employ a man or woman in the neighborhood to do a 
minimum of janitor service for a mere song, or to get pupils to do the work, 
does not meet the situation. 

Doctor Dresslar makes the suggestion (2) that a competent man could 
be employed in each rural district to give his entire time throughout the 
year to the care and up-keep of the school property in his district. Such a 
district janitor could sweep and clean every schoolroom once a week, " keep 
the yard free from unsightly piles of ashes, care for the outhouses, and make 
light repairs. During the vacations the buildings could be cleaned more 
thoroughly. Such a janitor should be responsible to the supervising princi- 
pal and make regular reports to him. The daily cleaning, dusting, care of 
fires, etc., would still devolve on the teacher and pupils." 

CENTRALIZED SCHOOLS. 

In all progressive rural communities the tendency is to abandon the one- 
room buildings, on account of lack of attendance or other cause, and to re- 
place them by the centralized school. In many instances all the rural schools 
of an entire township are consolidated at one point, where a large school build- 
ing is constructed with ample provision not only for all grade schools but 
also for a township high school. 

This new type of rural school building has made necessary a new rural 
school officer — the janitor. In the one-room building the teacher may act 
both as instructor and janitor, as already stated, but in the modern consoli- 
dated building, with its up-to-date system of heating and ventilation, sanitary 
drinking fountains, sanitary toilets, adjustable seats, electric lighting, gym- 
nasium, assembly room and public auditorium, a janitor must be employed not 
only to care for the building, but to supervise the many details connected with 
the efficient working of the entire equipment. 

We have already seen that the importance of the janitor's position has not 
been generally recognized by city school officials, and so it is not to be won- 
dered at that in the rural districts the importance of the janitor and his work 
in relation to the welfare and efficiency of the school is almost wboUy unap- 



BUEAL SCHOOL JANITORS, 41 

preciatecl. While great progress has been made in the construction of better 
school buildings, little or no progress has been made in the method of select- 
ing janitors to care for and manage them. Politics still dictates the choice in 
most cases ; in others, tlie position is " i-adled off " to the lowest bidder. Not 
infrequently the man who has most fully demonstrated his ability as a failure 
in otlier occupations is made school janitor through sympathy. 

In a certain township in Indiana (4) an expensive consolidated grade and 
liigh-school building was erected, equipped with modern lieating and ventilat- 
ing system, sanitary drinking fountains, modern toilets and plumbing through- 
out, and every possible provision made for the safety and welfare of the pupils. 
But the service of fans, furnace, and fountains proved to be very unsatisfac- 
tory. When an inspector from the State board of health visited the school 
he had no difliculty in locating the trouble. The janitor did absolutely notli- 
ing except sweep tlie floors (witli a dry broom), shovel coal into the furnace, 
and wheel the ashes out. He iiuew less than nothing about lieating, ventila- 
tion, and cleanliness, and in fact he was himself shiftless by nature and per- 
sonally dirty. When one of the trustees was asked why such a man was em- 
ployed, he replied that this man had a hard time getting along, and that the 
township had to keep him and his family every winter, " so we thought if we 
gave him this job he wouldn't be on the township any more." Here was a man 
who, because he had proven himself incompetent and a complete failure, was 
given charge of this splended new building and its valuable equipment, and, 
M'hat is of far greater importance, was made responsible for the health and 
safety of 200 school children. 

In citing this case, the Indiana State board of health says that it is by no 
means an isolated instance. There are hundreds of school janitors, not only 
in Indiana but in every State in the Union, both in country and city, who 
have no technical knowledge or training, and who are incompetent and unfit, 
j)hysically, mentally, and morally, for the positions they hold, but who con- 
tinue to hold their places and draw their pay either because the authorities 
place partisan politics, personal favoritism, and false economy above the 
present and future welfare of their children, or because they wholly fail 
to appreciate the importance of efficient school housekeeping. 

As the country districts become more densely populated, and as school con- 
solidation increases, the janitor will become more and more a necessary rural 
school officer. Rural boards and trustees must, therefore, in some way be 
brought to understand what modern conditions require a school janitor to 
do and be. 

In the consolidated school building, the same service is required, and, of 
course, the same principles apply, as in a modern city school building. 
The only important difference in the two situations is that, in any one rural 
conununity there is only one janitor, with probably a few helpers; conse- 
quently, he does not have the opportunity for meetings and conferences that 
city janitors liave. In order to meet this condition as far as possible, the fol- 
lowing suggestion is made for the instruction of rural janitors and the de- 
velopment of their professional interest: 

Bring together in a janitors' institute at least once a year all janitors of 
the county, such institute to be presided over by the county superintendent of 
schools, or, better still, by a county supervisor of janitors. At such an institute, 
extending through one week, there could be short courses of instruction, con- 
ferences, and lectures on special subjects. Proper provision should be nnule 
for compensating all janitors who attend, as in the case of teachers in 
attendance uiton institutes. Increased efficiency and improved service would 
more than offset the small expenditure involved, 



4:2 THE SCPIOOL JAISTITOK. 

Chapter VI. 
SUMMARY OF RESULTS AND CONCLUSIONS. 



IMPORTANCE OF THE POSITION. 

1. The importance of the school janitor's position is seen from the following 
considerations : 

(a) His responsibility in the management and care of valuable school 
property. 

(&) The exlucative value of his work in setting housekeeping standards. 

(c) His influence upon pupils from a moral standpoint. 

(d) The large and continuous control he has over the physical environment 
and health conditions of the school. 

(e) His responsibility in relation to fire hazards and the safety of children. 

2. Owing to tlie nonappreeiation of the importance of the janitor's position 
by parents and school authorities, improvement in the janitor service has notr 
kept pace with the advancement made in school buildings, nor with the progress 
in matters of school hygiene and sanitation. 

ADMINISTRATION. 

1. Only 76 cities out of 1,08.5 reporting, or 7 per cent, use the civil service 
method in the selection and appointment of school janitors. Every city should 
give civil service examinations, or have some other effective merit system for 
testing the fitness of applicants for the position, just as well as in the selection 
and appointment of teachers, nurses, and other public officials. 

2. Out of 1,067 cities, only 73 require applicants for the position of school 
janitor to pass a physical examination. 

3. The average annual salary of school janitors in the United States is found 
to be $980.42, or about $3.55 more than the average salary of elementary and 
high-school teachers in the country, including principals, special supervisors, 
and expert teachers. 

4. Very few cities have any equitable basis for determining the salaries of 
janitors in accordance with the intelligence and skill required and the amount 
of work to be done. 

Every school system should have a standard rate for each kind of service. 
Salary schedules can be arranged in terms of five classes of work, viz: <1) 
Heating, ventilating, and supervision ;- (2) cleaning in the building; (3) care 
of yards and sidewalks; (4) care of lawns; and (5) washing windows. 

5. Accurate efficiency ratings should be kept of all janitors, which, along with 
seniority of service, should govern in making promotions to the higher and 
better-paid positions. 

6. A comfortable, v('ell-furnished office room should be provided in every 
school building for the sole use of the janitor. 

7. It is questionable whether living quarters for janitors should be provided 
within school buildings, except in the largest cities, and then only in special 
cases. 

8. About 75 per cent of the cities employ their school janitors for the entire 
year. This method is both more efficient and economical than that of employing 
tliem for the school term only. 

9. It is good administration, as well as more economical and efficient, to have 
one head janitor, janitor-engineer or custodian in charge of all classes of 
M'ork in connection with a building and its grounds, with authority and facilities 
for employing, paying, disciplining, and discharging all assistants and helpei's. 



RESULTS AND CONCLUSIONS. 43 

The main objection to tliis method is removed by giving the janitor a specific 
amount tor himself, and pUicing at liis disposal a certain maximum sum per 
month which can he used only tor paying assistants. 

10. Janitors, as well as teachers, need careful supervision. Every school 
system should have a supervisor of janitors, if the system is a large one. or a 
head janitor in a small system, to supen'ise and instruct the others, and direct 
them in the details of their work. 

11. .Janitors should understand the principles underlying their work. They 
have, however, had little opportunity for instruction. Prior to their first ap- 
pointment, most of their information has been " picked up," as was the case 
with nurses before training schools were provided. 

Only 51 cities out of 1.088. less than 5 per cent, attempt to give instruction 
of any kind to their school janitors. Every school system should provide classes, 
conferences, or lectures for the instruction and training of such employees. 
With a view to arousing their professional interest, they should also be pro- 
vided with books, magazines, and papers relating to their work. 

Regular weekly meetings for instruction and conference are reported to 
have greatly increased the efficiency of the janitor force, and reduced operating 
and maintenance costs as much as 25 per cent. 

FUNCTIONS. 

1. The most effective method of removing dirt from floors, walls, and furni- 
ture is with vacuum cleaners — when properly installed and operated. About 
20 per cent of the cities use this method, either wholly or in part. 

The next liest method is brush or broom with sweeping compound. About 
82 per cent of the schools use this method, either altogether or partly. 

The worst method, used by 12^ per cent of the cities, is the ordinai-y dry 
broom without sweeping compound. 

2. AVooden floors should not be scrubbed except when absolutely necessary. 

3. Treatment of wooden floors with floor oil two or three times a year is an 
effective means of reducing the amount of dust and increasing the wearing 
qualities of the floors. The objections that the oil increases the fire hazard and 
soils clothing are removed by the use of a good grade of oil properly applied. 

4. Much can be done to prevent dust in schoolrooms by (1) keeping ttoor.s 
well oiled, (2) the use of sweeping compounds, (S) using vacuum cleaners, 
(4) requiring children to keep their shoes as free as possible from mud and 
dirt, (5) requiring, as far as practical)1e. all play and physical training to be 
done out of doors, (6) using blackboards only when actually needed, (7) giving 
special attention to the care of basements, and (8) keeping the fresh-air intake 
and cliaml)er free from dust. 

5. AVhile 89 per cent of the cities report that dusting is done daily, 12i per 
cent of all those reporting still use the feather duster, which only stirs up the 
dust but does not remove it. Where the vacuum system is not useil in cleaning, 
the best method of dusting is by means of a cloth slightly moistened with 
water, oil or wax. 

6. Most schoolroom windows are not washed often enoiigh. In 654 cities 
. out of 1009, or 64 per cent, the windows are washed from once to four times 

a year. As a precaution against possible injury to the e.ves (»f cliildren, win- 
dow glass should be kept as clean and clear of <lust and dirt as i)ossible. Tl»e 
frequency of washing required varies with the locality. 

7. Toilets .should be cleaned daily; and toilet seats, chains and handles of 
toilet doors should be washed frequently with a good <llsinfectant. 



44 THE SCHOOL JANITOE. 

STANDARDIZATION. 

The investigation shows that there is very little agreement as to definite 
standards of janitor service in different cities. That better standardization 
Mould result in improvement needs no argument.- It also seerns clear that 
any school system could easily establish fairly definite standards for practically 
all phases of this service by giving it the attention it deserves. 

1. Every city could establish standard entrance requirements by civil service 
examinations or other effective merit system. 

2. While specific salaries paid will necessarily vary in accordance with local 
conditions, the basis upon which compensation is fixed can be standardized 
so that the rates of pay will be fair and just to all concerned, and in accord- 
ance with the amount and character of service rendered. 

3. We have reasonably definite requirements in the matter of ventilation. 
We are told that, in order to keep the air in a schoolroom pure, there should 
be 200 cubic feet of air space provided for each pupil, with an inflow and exit 
of about 30 cubic feet of fresh air per occupant per minute. We have ways 
by which the amount of air flowing in and out can be measured, and so it is 
feasible to insist upon the proper standard of fresh air in every room. 

4. In regard to temperature, most authorities agree that a temperature 
ranging between 65° and 70° is about the correct standard for schoolrooms, 
and that it should never be allowed to get above or below these limits. Ex- 
cessively high or low temperatures, or sudden and wide fluctuations, are in- 
jurious to health and impede the child's progress in school. With all the in- 
formation at hand in regard to temperature, and the ease with which it may 
be measured and controlled, every city should see to it that correct standards 
in this respect are maintained in all of its school buildings. 

5. We also have approximate standards in regard to air moisture. About 
50 per cent has been fixed as the lower limit of relative humidity, and 70 per 
cent as the upper limit. It has been found that, in order to maintain the 
some relative humidity at a temperature of 68 degrees, air requires six times 
a.s much moisture as it does at 20 degrees. Since we have ways and means 
for introducing moisture into the air, and have apparatus and methods for 
measuring and controlling the degree of saturation, it is possible to maintain 
a fairly definite standard of humidity in schoolroom air. 

6. There are also accepted principles in the matter of schoolroom lighting. 
It is agreed that the clear window area of a schoolroom should be from one- 
sixth to one-fourth of the floor area, according to locality and obstruction 
of surrounding objects. This has a direct bearing on the matter of cleaning, 
because dirty windows mean a reduction in the amount of light admitted, 
varying from 10 to 50 per cent, according to the amount of dust and dirt which 
is allowed to accumulate, either inside or out. It would seem, therefore, that 
definite standards could be established for lighting, and also in regard to the 
frequency with which windows in any locality should be cleaned. 

7. It is, of course, not quite so easy to set standards in the matter of dustiness 
as in some of the other important details of school housekeeping. We have 
thermometers for measuring temperature, hygrometers for measuring humidity, 
anemometers for testing air currents, and_ photometers for measuring the 
intensity of light, but so far no instrument has been devised for standardizing 
schoolroom dustiness. About the best practical method for measuring dustiness 
is that used by good housekeepers — rubbing a white cloth lightly over surfaces 
after they have been cleaned. If the cloth is soiled, the cleaning has not been 
well done, and should be done over. 



KESULTS AND CONCLUSIONS. 45 

8. In general, an essential factor in standardizing the cleaning and care of 
buildings and grounds is tlie adoption of a regular schedule of work to be 
done. Every school system, large or small, should have such a schedule. This 
should Include directions as to the frequency ^^•ith which lloors are to be swept, 
oiled, or washed; stair rails, door knobs and woodwork cleaned; windows 
washed; toilets cleaned; yards and sidewalks looked after; walls brushed 
down ; blackboards and erasers cleaned ; dusting done, etc. And not only 
the frequency, but the methods by which the work is to be done should also 
be specified. 

"Where it is practicable to do so, if janitors can themselves liave a part 
in planning the details of their cleaning schedule and making the rules for their 
guidance, they will probably take greater interest and pride in seeing that they 
are carried out. But in any event, a regular program is absolutely necessary 
if buildings are to be kept clean. To require a janitor to keep the building 
" in a sanitary condition," or leave him to do thhigs " as needed," is not sutficient. 
In Appendix B will be found a set of rules and regulations for the cleaning 
and care of school buildings and grounds, now in force in the city of Minneapolis, 
Minn., which can be modified and adapted to conditions in any particular city. 



BIBLIOGRAPHY. 

I. Books on School Hygiene. 

1. Ayres, Williams, and Wood. Keeping the schoolhouse clean. In their Healthful 

schools. Chapter X. 

2. Dresslar, Fletcher B. Cleaning schoolhouses. In 7ns School hygiene. Chapter XXIA'. 

3. Hoag and Ternian. School housekeeping. In their Health work in the schools. 

Chapter XIII. 

4. Indiana. State Board of Health. School janitors. 

5. Putnam, Helen C. School janitors, mothers, and health. 

6. State, of New Jersey. Department of public instruction. The teaching of hygiene 

and safety. 

7. Terman, Louis M. The physiology of ventilation. In hi« The hygiene of the school 

child. 

II. Books on School Administration. 

8. Bennett, Henry E. School housekeeping. In his School efficiency. Chapter VIII. 

9. Chancellor, William E. Janitor service in city public schools. In /li.s' Our city 

schools : Their direction and management. 

10. Cubberley, Elwood P. The school properties department. In his Public school ad- 

ministration. Chapter XXIII. 

11. Deffeubaugh, W. S. School administration in the smaller cities. U. S. Bureau of 

Education. Bulletin, 1915, No. 44. 

III. School Sueveys. 

12. .\kron, Ohio. Sui'vey report on the schools of Akron. 1917. By IT. L. Brlttain. 
1.3. Alton, 111. Survey of the. public schools. 1918. 

14. Anderson, Ind. A report on the school system of Anderson. 1917—18. 

15. Blaine, Wash. A survey of the Blaine public schools. By Herbert Galen I. nil. 

University Extension Journal, Seattle, Wash., 1914. 

16. Brookliue, Mass. ICducational survey of the pul)lic schools. 1917. 

17. Buffalo, N. Y. Examination of the public-school system of the city of liulTalo. 

191G. .V survey. 

18. Butte, Mont. Report of a survey of the school system. By Sui-voy Commission. 

1914. 

19. Colorado. A general survey of public high-school education in Colorado. By 

William A. Cook. University of Colorado Bulb-tin, Vol. XIV, No. 10, 1910. 

20. Denver, Colo, Denver school survey. Fart 4, 1916. By J, T, Byrne. 



46 THE SCHOOL JANITOB. 

21. Elyria, Ohio. Educational survey of Elyria, Ohio. United States Bureau of Edu- 

cation. Bulletin, 1918, No. 15. 

22. Grafton, W. Va. School survey report. 191.*]. 

28. Grand Junction, Colo. Survey of the city schools. 1916. 

24. Grand Rapids, Mich. School survey. Grand Rapids. 1916. Chapter XIII, " Build- 

ings and Equipment." By John F. Bobbitt. 

25. Illinois school survey. 1917. Embracing 3,000 rural schools in 18 counties. By 

L. D. Coffiman. 

26. Janesville, Wis. Educational survey. 1918. 

27. Memphis, Tenn. The public-school system of Memphis, Tenn. United States Bureau 

of Education. Bulletin, 1919, No. 50. Part 1. 

28. Oaliland, Calif. Survey of the public-school system. 1915. By Elwood P. Cub- 

berly. 

29. Ohio State School Survey Commission. Report. A cooperative field study, con- 

ducted by II. L. Brittain. An intensive study of 659 rural and village schools in 
88 counties. 1914. 

30. Portland, Oreg. School survey. Chapter XIII, " The school plant." By Fletcher 

B. Dresslar. 

31. St. Louis, Mo. Survey of public schools. 1917. Part 2, " Hygiene of school build- 

ings." By Fletcher B. Dresslar. 

32. Salt Lake City, Utah* School survey. 1915. Chapter X, " The school plant." By 

Louis M. Terman. 

33. San Antonio, Tex. Survey of the public-school system. 1915. By John F. Bobbitt. 

34. San Francisco, Calif. Survey of the public-school system of San Francisco. ITnited 

States Bureau of Education. Bulletin, 1917, No. 46. 

35. Springfield, 111. Survey of the public schools. 1914. By Leonard P. Ayres. 

36. Sterling, Colo. Survey of the public schools. 1917. (See Colorado State Teachers' 

College Bulletin, August, 1917. J 

IV. School Reports. 

37. Bridgeport, Conn. Report of the examination of the school system of Bridgeport. 

1913. " Cost of janitor service." By James H. Van Siclile. 

38. Chicago, 111. Board of Education. Report by Civil Service Commission on engineer 

and janitor service. 1913. 

39. Detroit, Mich. Detroit Bureau of Governmental Research. Report on organization 

and administration of the engineering and janitorial service of the Board of 
Education. January, 1917. 

40. Huron, S. Dale. Report of supeHntendent of schools. 1916-17. 

41. New York City. Department of Education. Division of Reference and Research. 

A school for janitors. Semiannual report, July 1, 1915. p. 158. 

42. New York State University. Department of Education. Division of School Build- 

ings and Grounds. Janitor service. Eleventh annual report, July, 1917. Vol. III. 

V. Special Articles. 

43. American School Board Journal, October,' 1911. Janitor work in Wisconsin schools. 

44. February, 1920. Standardization of janitorial service. 

45. Claxton, P. P. Recent facts on teachers' salaries. School Life, June 1, 1919. 

46. Forster, H. W. Fire protection for schools. Prepared and printed for the United 

States Bureau of Education, 1919. 

47. Frost, William D. Our short course for janitors. In National Education Associa- 

tion. Journal of Proceedings and Addresses, 1911. p. 990—92. 

48. and Armstrong, Vennillion A. Bacteriological tests of various methods of 

cleaning. In National Education Association, Journal of Proceedings and Ad- 
dresses, 1911. p. 985-90. 

49. Jones, Reuben W. The school janitor. American School Board Journal, February, 

1912. 

50. Journal of Education, July 20, 1911. Efficiency of Janitor service in care of school 

premises. 

51. Lambert, John. Preparations for the prevention of dust in schools. The Child, 

January, 1912. 

52. Mickene, Charles W. Janitorial supervision in Highland Park, Mich. American 

School Board Journal, January and February, 1919. 



APPE^^DIX A. 47 

53. Milligan, R. M. The pul)lie-school jiiuitor itiid jiiiiKorial sorvice. National School 

Buildiug Journal, Dcooniber, 1919-.Tamiar.v, 19'_'0. 

54. National Kduoatiou As.sociation. .lourual of rroci'cdiugs and Addresses. Department 

of Scionco Instruction. Summary of recommendations by committee on janitor 
service. July, 1913. 

55. Richardson, Robert E. The selection and supervision of Janitors. American School 

Board Journal, May, 1918. 

56. Rose, Henry B. The care of school l>uildiugs. Report of sixth annual meeting, 

National Association of School Accounting Officers, 1917. 

57. Sbapleigh, Frederick E. The compensation of .'ichool janitors. .Vniericau School 

Board Journal, December, 1916. 

58. Smith, Kenneth G. Iowa Slate College. A short course of instruction for janitor- 

engineers. 

59. Talbert, Wilford E. Abstracts of a scries of lectures on janitor service, given in 

Oakland, Calif., March 26 to May 4, 1917. 

60. The chief, Nevr York City, 1912. The janitor and janitor-engineer. 

61. Wilson. Guy M. Standardization of janitor service. In National Education Asso- 

ciation. Department of Superintendence. Journal of Proceedings and Addresses, 
1912. 



APPENDIX A. 
SAMPLE EXAMINATION QUESTIONS. 



The following are the questions used in an ex^amination for the po.sition of janitor in 
the public schools of Newark, N. J., held Wednesday, January 31, 1917 : 

Experience. 

NOTD. — -Full, clear and definite answers are required. General or evasive statements will 
not be credited. Candidates are also cautioned to be accurate in all statements re- 
lating to experience. Any false statement will serve to disqualify in this and future 
examinations. 

1. Have you ever been previously examined by this commission? 

2. If so, for what position? (Give date and title of examination.) 

3. Were you successful in the examination? 

4. Do you use intoxicating beverages? If so, to what extent. 

5. What is your exact age? 

6. What is your exact height? 

7. What is your exact weight? 

8. With respect to your education, state fully and in detail the names and locations of 

the schools you have attended. State whether you are a graduate of any gram- 
mar, high, or private school, and date of your graduation. 

9. Are you employed now? If so, what is the nature of your employment? If not, 

how long have you been unemployed? 

10. Have you ever been employed as a janitor in charge of a school building or any otlier 

public building? Give full particulars. 

11. What experience have you had in the work of a janitor, cleaner, or helper? State 

particulars. 

12. What experience have you had in the care and operation of steam engines, boilers, 

and electrical apparatus? State particulars. 

13. What experience have you had In the operation of heating and ventilating plants? 

State particulars. 

14. What experience have you had as a machinist? State particulars. 

l.^i. To what extent have you hud charge and direction of others? State iletails. 

16. State what other experience, in addition to the foregoing, you have had wliicli wonM 

tend to flt you for the duties of this position. 

17. Give a list of the positions you have held during the last Ave years, including the 

length of time employed, the nature of the work done, and the salary received 
in each case. 



48 



THE SCHOOL JANITOE. 



18. Give the names and addresses of five responsible pei'sons for reference. 

Spelling. 



1. Janitor. 

2. System. 

3. Ladder. 

4. Sanitary. 

5. Ilealtliful. 

6. Entrance. 

7. Supplies. 

8. Cleanser. 

9. Respect. 

10. Control. 

11. Assistant. 

12. Promptness. 

13. Heater. 



14. Ventilate. 

15. Window. 

16. Honesty. 

17. Careful. 

18. Important. 

19. Undertake. 

20. ■ Elackboard. 

21. Daily. 

22. Property. 

23. Complain. 

24. Teacher. 

25. Room. 



Arithmetic. 

1. If a man earns $1,000 a year and spends $14.60 a week, how much will he save in 

one year? 

2. In a certain school there are 868 present on Monday, 790 present on Tuesday, 824 

on Wednesday, 812 on Thursday, and 848 on Friday, what is the average number 
of pupils present per day? 

3. A school janitor, in charge of a school building containing 18 rooms, receives $6.50 

per month for each room. If he pays out $40 per month for help, how much does 
he earn per month? 

4. A certain school uses 4 tons of coal per week ; how many tons of coal will be re- 

quii'ed to run this school from November 1 to April 1? 

Duties. 

1. Assuming that yon have been appointed janitor in charge of a modern 24-room school 

building, outline fully your duties. 

2. As janitor in charge of a large school building, what would be your daily routine of 

work, and what things would you look after personally? 

3. Give a complete set of instructions to both male and female assistants as to their 

conduct and work under your charge. 

4. Explain fully the proper attitude of the janitor in charge toward the pupils, and his 

responsibility in connection with the order and discipline of the school. 

5. Your school is furnished with new desks and equipment throughout. Outline care- 

fully a plan for taking care of the classroom furniture in order that it may be 
kept in proper condition. 

6. W^hat are the chief things to be looked after in regard to the sanitary condition of the 

building? Outline fully what you would do in order to keep the liuilding, in all 
parts, in an absolutely sanitary condition. 

7. What Is the duty of the janitor in charge- with respect to safety and prevention of 

fire, and how would you undertake to keep the fire risk, in your building, at a 
minimum ? 

8. What are the duties of the janitor in charge when supplies of various kinds are 

being delivered to the school by local contractors? 



APPENDIX B. 

REGULATIONS FOR THE CLEANING AND CARE OF SCHOOL 
BUILDINGS AND GROUNDS. 

The following directions for the cleaning and care of school buildings and grounds are 
taken from the excellent set of Rules and Regulations for Janitorial Service in the Public 
Schools of Minneapolis, Minn. : 

1. Each head janitor shall l»e responsible for the cleanly condition of his building, and 
he must be obsei"vant of dirt, dust, and bad odors and see that same are removed with- 
out having special attention constantly called thereto. 



APPENDIX B. 49 

2. In order that the school buiUlinff may be properly cleaned, jnnitors are to be per- 
mitted by the principal to begin tb(>ir schoolroom cleaning not later than 120 minutes 
after the close of the afternoon session. 

3. Under no circumstances is there to bo any sweeping done while the schools are in 
session, with the exception of corridors and stairs, except by permission of the principal 
of the school. 

4. Under no circumstances shall coal oil or kerosene be used for cleaning purposes. 

5. When no night school is held, eacli school building must be carefully and thoroughly 
swept each school day, the work to bo commenced 20 minutes after the close of the last 
session and to include the entire building, together with outside closets, If any. 

6. In buildings where night school is held the janitor shall pick up after the close of 
the day session all waste paper and rubbish from the floors and furniture of the rooms 
which are used for night school, and shall in other ways put the school in a neat and 
clean condition before the opening of -the night session, and shall have the building prop- 
erly lighted and heated one-half hour before the opening of the night session. 

7. In buildiugs where evoiiing school sessions are held all classi'ooins and other floor 
space used for night school must be thoroughly swept, commencing 15 minutes after the 
close of the night session. 

8. Assembly halls must be kept in as neat condition as classrooms. 

9. The special sweeping compound furnished by the board of education shall be 
used when sweeping. 

10. All woodwork, moldings, window sills, wainscoting, handrails, radiators, pianos, 
pictures, casts, shelves, chalk troughs, principals' desks, teachers' tables, pupils' seats 
and desks, chairs, furniture, and apparatus of every description must be thoroughly 
dusted each school day. 

11. Every school building must be thoroughly cleaned three times each year, as fol- 
lows : 

During the summer, Christmas, and Easter vacations, the engineers and janitors shall 
thoroughly brush all walls, ceilings, and window shades of their respective buildings 
before proceeding to wash the woodwork, which, shall include oil-painted walls, dadoes, 
baseboards, wainscoting, doors, frames, sash, and all painted and varnished woodwork. 
They shall thoroughly wash with water the glass in all windows, transoms, and furni- 
ture, and dust all picture molding and the fronts and backs of all pictures. The floors 
of all entries, halls, passages, staii-ways, corridors, and all rooms occupied for school 
purposes and stair landings shall then first be well scrubbed with scrub brushes and then 
niopix'd, according to special instructions to be given by the head janitor-engineer to the 
head janitor of each school. 

12. Head janitors shall see that the floors of all principals' oflices, teachers' rooms, 
health promotion rooms, cooking rooms, and toilet rooms are cleaned every week, ac- 
cording to special instructions to be given by the head janitor-engineer for each school. 

13. All rooms not in general use shall be kept clean and tidy at all times. 

14. Chairs and desks shall be washed three times a year and at same time the 
general cleaning is done. 

15. Chairs and desks which have been occupied by pupils who have contracted a 
contagious disease shall at once be thoroughly washed with a disinfectant to be fur- 
nished by the supply department. 

16. Kindergarten rooms must be thoroughly swept and dusted after the morning 
session as well as after the afternoon session. 

17. Kindergarten floors must be scriibbed at least once each week and must bo wiped 
off with a damp mop or rag each morning before school opens. 

18. Manual training rooms shall bo thoroughly swept and dusted each day after 
the rooms are used and all shjivings, sawdust, and rubbish must be removed. 

19. The cooking room, including pantry and dining room, shall be scrubbed once 
every week, and shall be swept and dusted, and the garbage bucket emptied and 
cleaned each day that the room is used. 

20. Extra precautions shall be taken in cleaning around the radiators, and to see 
that rags, paper or any other material of an inflammable nature does not come in contact 
with the radiators by being on or behind them. 

21. In buildings heated by hot-air furnaces, and where floor registers are used, the 
register boxes must be cleaned at least once a week, and oftener if necessary. 

22. Doors and door knobs of schoolrooms and handrails and banisters of stairs shall 
be washed at least twice each month with a disinfectant to be furnished by the supply 
department. 

23. .Janitors shall keep gas and electric flxtuies clean, removing dust and dirt from 
interior of all X-ray reflectors at least once each month. 



50 THE SCHOOL JANITOR. 

24. Janitors are required to see that all blackboard erasers are properly cleaned in 
tho basement of their respective buildings every day. 

25. Janitors shall wash and fill the ink wells whenever so requested by the principal. 

26. Janitors shall wash all blackboards and clean all chalk troughs every Saturday. 

27. Janitors shall see that no grasi is permitted to grow in the crevices of paved 
yards and walks and that no weeds are allowed to grow on yards or boulevards. 

28. All planted ground shall be weeded regularly during the entire season and the 
earth around shrubbery, plants, garden plats, etc., spaded up as often as necessary and 
at least once each session. 

29. The grass on all school lawns and boulevards shall be watered, cut, trimmed, 
and raked la season at least every two weeks, and all trees, shrubs, and plants sprinkled. 

80. All sidewalks, pavements, and yards shall be swept as often as is required to 
beep them in good condition and at least twice each week. 

31. All oiithouses, areas, light courts, sidewalks, gutters, playgrounds, grass plats, 
lawns, storerooms, boiler rooms, cellars, attics, roofs, etc., shall be kept in a neat 
and tidy condition free from all rubbish, stones, litter, pieces of paper, and other 
Waste matter of every description, and clean and in order at all times, and the janitor 
is to allow no accumulation of paper, wood, ashes, or refuse of any kind therein or 
thereon, and a tour of inspection for the observance of these conditions shall be made 
at least once every day. 

32. The urinal troughs and the floors around them shall be flushed with a hose after 
every recess period. 

33. All closet seats shall be kept dry and bowls' flushed during school sessions. 

34. The urinal troughs, seats of the closets, fixtures, and floors shall be washed and 
disinfected every day after school sessions, and tanks in connection with water-closets 
must be kept free from mud and other sediment. 

35. The water-closet bowls and urinals and all partitions to urinals and backs of 
same shall be cleaned at least once each week with a disinfectant to be furnished by the 
supply department. 

36. At all times a sufficient supply of toilet paper shall be kept in each toilet room 
and towels wherever there is a lavatory. 

37. All toilet paper and towel racks out of order must be reported at once. 

38. The water and gas shall be turned off at the supply mains at the close of each 
school day and on again just before the opening of school in the morning. Every pre- 
caution shall be taken in cold weather to prevent all pipes and other apparatus from 
freezing and to see that all plumbing fixtures are drained during freezing weather. All 
damage resulting from freezing of plumbing, pipes, apparatus, or other fixtures will be 
charged to the janitor. 

39. In extremely cold weather, after the water has been shut off from the building, 
drain the toilet and urinal tanks, open all faucets, and then fill toilet bowls and traps 
on fixtures with a solution of salt water. 

40. All slop sinks, washbowls, and other fixtures throughout the building shall be 
cleaned every school day. 

41. .Janitors shall not clean nor allow any of their assistants to clean the windows 
of their school buildings on the outside while standing on the outside window sills or 
ledges of the school buildings without the use of a window platform or harness furnished 
for that purpose. 

42. After snowstorms a path is to be cleared on all walks and steps in and about the 
school premises before 8 a. m., so as to provide access to the several entrances to the 
buildings and to outhouses. 

43. All snow and ice must be removed from steps, fire escapes, entrances, and inside 
and outside walks of the school premises before 12 o'clock noon of the same day that 
the storm occurs. 

44. Janitors shall sprinkle sand or ashes or salt upon sidewalks when they are in a 
slippery condition ; a supply of sand, ashes, or salt for this purpose to be kept on hand. 

45. .Janitors shall keep fire escapes clear and clean at all times. 

46. Floors paved with marble, slate, ''ement, terrazzo, or other material shall be 
washed as frequently as may be necessary to keep them clean. 

47. During the winter months the boiler room, engine room, and inside of all 
fresh-air shafts are to be whitewashed. 

48. Special attention is to be given to the flow of water in urinals, drinking fountains, 
etc., and all leaks promptly stopped, and the water for urinals, drinking fountains, etc., 
turned off as soon as school is dismissed. 

49. The electric ciirrent used for lighting, power, and stereopticou sliall be shut oS 
from the building at the service switch each night before leaving the building. 



APPENDIX C. 51 

r>0. All refuso matter, oxcolsior, w,'ist(> papoi-, oil wasto, oily and dirty raRs, sweopins-^, 
rubbish, vegetable matter, animal matter, and all inflammal>le or combustible materials 
shall be collected and placed in receptacles provided for that purpose, and then burned 
or removed from the buildings each day. 

51. No smoking or chewing of tobacco in or about the building or premises will be 
allowed. 

52. The use of intoxicants while in or about the school or premises is strictly pro- 
hibited. 

.").■'.. No matches shall be allowed in the school buildings, except safety matches, which 
.shall be under the immediate charge of the head janitor. 

54. The use of alcohol, gasoline, or coal-oil stoves is not to I)e allowed for any 
purpose whatever, except when used by teachers for the instruction of pupils. 

55. The janitor is to use extraordinary precautions against Are, and is to become 
familiar with the use and care of fire extinguishers. 



APPENDIX C. 

SCHEDULE OF COMPENSATION FOR JANITOR SERVICE IN THE 
PUBLIC SCHOOLS OF BOSTON, MASS. 

(SCHOOL DOCUMENT NO. 10-1918, BOSTON PUBLIC SCHOOLS.) 



Section 1. — Factor.s Used. 

The total compensation for janitor service is based on the following five factors : 

1. Cleaning. 

2. Heating, ventilation, and superintendence. 

3. Washing windows. 

4. Care of yards and sidewalks. 

5. Care of lawns. 

Section* 2. — Otheu Factors. 

Because many other factors do not appear in this schedule, it does not mean that 
they are not paid for but that in order to get a simple, workable formula the payment 
has been reduced to the basis of these five and is established at a rate sufficiently high 
to cover the compensation for all others. 

Section .3. — Cubic Contents. 

Wherever the term " cubic contents " is used in this schedule it is intended to mean 
the total cubic contents of the building computed in accordance with the rule of the 
National Association of School Accounting and Business Officials and Indorsed by the 
American Institute of Architects, which establishes a standard method of computing 
such cubic contents for the purpose of making comparisons of tlie costs of school build- 
ings, and which is as follows : 

The area of the outside of the building at tlie first floor sliall b(^ multiplied by the 
height of the building from the under side of the general basement floor to tlio mean 
height of the roof. Where portions of the building arc built to different heights, eacli 
portion is to be taken as an individual unit and tlie foregoing rule applied. 

In applying this rule, however, the following modifications sliall be made : 

In the case of pitch-roof buildings with unused attics, deduction will be made of a 
volume such as wo\ild reduce the cubic contents of the building to that which It would 
have if fitted with a flat roof. 

For the purpose of applying this schedule, the cubic contents of the buildings shall 
he such as shall have been certified by the schoolhouse commission. 

Section 4. — Rate.s. 

It should be thoroughly understood that no matter how large the l)uildlng the com- 
pensation for cleaninu for the first 10,000 cubic feet shall be at the rate of .1:0.004, for 
the second 10,000 cubic feet at the rate of $0.00;!8, for the third 10,000 cubic feet at 
the rati- of .TO.OOSG, and so on as per schedule up to the total cubic contents of the 
building, 



52 THE SCHOOL JANITOR. 

In the same way for the heaUna, ventilation, and superintendence of a building of 
Class A, no matter how large, the compensation for the first 10,000 cubic feet shall 
be at the rate of .$0,005, for the next 10,000 cubic feet at the rate of $0.0044, and so 
on as per schedule up to the total cubic contents of the building. 

For the heating, ventilation, and superintendence of a building of Class B, no matter 
how large, the compensation for the first 10,000 cubic feet shall be at the rate of 
$0,005, for the next 10,000 at the rate of $0.0047, for the next 10,000 at the rate of 
$0.0044, and so on as per schedule up to the total cubic contents of the building. 

Section 5. — Cleaning. 

Compensation for cleaning shall be on the' basis of the total cubic contents of the 
building and at the following rates : 



Contents. 



Rate 

(per cubic 

foot). 



To and including 10,000 cubic f est 

Over 10,(X)0 to and including 20,000 cubic feet 

Over 20,(KX» to and including 30,000 cubic feet 

Over 30,000 to and including 40,000 cubic feet 

Over 40,000 to and including 50,000 cuhicfeet 

Over 50,000 to audi ncluding 60,000 cubic feet 

Over 60,000 to andincluding 70,000 cubic feet 

Over 70,000 to andincluding 80,000 cubic feet 

Over 80,030 to and i ncluding 90,000 cubic feet 

Over 90,000 to andincluding 100,000 cubic feet 

Over 100,000 to andincluding 200,000 cubic feet 

Over 200,000 to and includiti g 3,000,000 cubic feet . . 
Over 3,000,000 to and including 4,000,000 cubic feet. 



$0,004 
.0038 
.0036 
.0034 
.0a32 
.003 
.0027 
.0024 
.0022 
.002 
.0015 
.001 
.0008 



Section 6. — Heating, Ventil.4.tion and Superintendence. 

Compensation shall be on the basis of the total cubic contents of the building. 
As it is a recognized fact that it requires a higher degree of intelligence and skill 
to operate and care for the heating and ventilating plants of certain buildings than 
It does for others, they have been divided into two classes — class A and class B — . 
in the order of such requirements for intelligence and skill, and the compensation 
has been fixed in such a manner as to recognize this difference. 

While it is also recognized that buildings heated by furnaces or stoves and without 
fans for the main ventilation do not require as much intelligence and skill for their 
operation as do the steam-heated buildings, they have been put in class B on account 
of the large amount of labor required in their operation. 

Section 7. — Classification of Buildings. 

School buildings shall be divided into two classes as follows : 

Class A: (1) Buildings in which are installed fans and engines or motors for the 
main ventilation by the plenum sy.stem ; , (2) buildings in which are installed fans 
and engines for the main ventilation by the exhaust system. 

The.se buildiings are usually fitted with both the direct and indirect system of 
steam heating, but in some cases are heated in part by furnaces. 

Class B: (1) Buildings heated by steam or hot water, but without fans, engines 
or motors for the main ventilation; (2) buildings heated by steam, but with fans 
and motors for the main ventilation by the exhaust system; (3) buildings heated 
wholly by furnaces, but with fans and motors for the main ventilation by the plenum 
system; (4) buildings heated by furaaces or stoves and without fans for the main 
ventilation. 

Buildings in which there are installed two types of heating and ventilating apparatus 
of substantially equal importance shall be classified according to the superior type 
of such apparatus. 

The classification of buildings shall not be raised above that determined by the 
main heating and ventilating plant in consequence of the type of such apparatus 
installed in sanitaries or in additions to the main building containing not more than 
three rooms, 



APPENDIX C. 



53 



Section 8. Class A. — IlBA-nNu, Ventilation, and Supkuintendioxob. 
Compensation for buildings of this class shall he at the following rates : 



Contents. 



Rate (per 
cubic fool). 



To and iiichidin.e; 10,000 cubic feet 

Over 10,000 to and iiichuiiii,i,' ::0, 000 cubic feet 

Over 20,(K)0 to and i nchuiinn 30,000 cubic feet 

Over 30,000 t o and i ncluding 40,000 cubicf cet 

Over 40,000 to audi ncluding 50,000 cubicf eet 

Over 50,000 to audi ncluding 00,000 cubicf eet 

Over 00,000 1 o audi ncluding 70,000 cubicf cet 

Over 70,000 to audi ncluding 80,000 cubicf eet 

Over 80,000 to and i ncluding 90,000 cubic feet 

Over 00,000 to and including 100,000 cubic feet 

Over 100,000 to and including 200,000 cubic feet 

Over 200,000 t o and i ncluding 500,000 cubic feet 

Over 500,000 to and including 2,000,000 cubic feet 

Over 2,000,000 to and including 4,000,000 cubic foot and over 



$0. 005 
.00-17 
.0044 
.004 
. 0036 
. 0032 
.0029. 
. 0025 
. 0022 
. 0018 
. 0015 
.00125 
.001 
.0009 



Section 0. Class B. — Heating, Ventilation, and Superintendence. 
Compensation for buildings of this class shall be at the following rates : 



Contents. 



To and including 10,000 cubic feet 

Over 10,000 to and including 20,000 cubic feet 

Over 20,000 to and including 30,000 cubic feet 

Over 30,000 to and i ncluding 40,000 cubic feet 

Over 40,000 to andincluding 50,000 cubic feet 

Over 50,000 to audi ncluding 60,000 cubicf eet 

Over 60,000 to andincluding 70,000 cubicf eet 

Over 70.000 to andincluding 80,000 cubic feet 

Over 80,000 to andincluding 90,000 cubic feet 

Over 90,000 to and including 100,000 cubic feet 

Over 100,000 to and including 200,000 cubic feet 

Over 200,000 to and including 500,000 cubic feet 

Over 500,000 to and including 1,000,000 cubic feet and over 



Rate (per 
cubic foot). 



0. 005 
.0047 
.0044 
.004 
.0036 
.0032 
. 0029 
.0025 
.0022 
.0018 
.00125 
.0009 
.0005 



Section 10. — Washing Windows. 

Compensation for washing windows shall be on the basis of the total area of the 
sashes and at the rate of 5i^<j mills ($0.0055) per square foot for one washing on both 
sides of the glass. 

Additional washings per year, as called for by the existing rules or when ordered by 
the school committee, shall be at the above rate for washing both sides of the glass, and 
at one-half the above rate for washing one side of the glass. 

The above rate applies to all windows, transoms, doors, and doors in permanent 
bookcases in the building. 

Section 11.- — Care of Yard.s and Sidewalks. 

Compensation for care of yards and sidewalks shall be on the basis of their total area 
and at the rate of 3 mills (JfO.OOM) per square foot. 

Section 12. — Care of Lawns. 

Compensation for care of lawns shall be on the basis of their total area and at the 
rate of 3^ mills (.?0.0033) per square foot. 

Section 13. — Care and Scpervision of Children ix Baths. 

Compensation of janitors for care and supervision of children in baths Is not inchnled 
in this schedule. 

Section 14. — Extended Use of School Buildings. 

This schedule does not Include compensation for evening schools, social centers, vaca- 
tion schools, playgrounds, lectures, or concerts. 



54 THE SCHOOL, JA.XITOE. 

H Sectiox 15. — Washing Floors. 

No extra compensation shall be allowed for the washing of floors reqnii'ed by the 
existing rules. 

1. Ordered, That the compensation for the janitor service of the several buildings 
occupied by the city for school purposes and equipped with complete and independent 
systems of heating apparatus, unless otherwise ordered, shall be established in accord- 
ance with the foregoing schedule, to take effect September 6, 19LS, and to continue 
until otherwise ordered ; and that the areas used in the determination of such salaries 
shall be such as shall have been respectively certified by the schoolhouse custodian and 
approved by the school committee ; and that the cubic contents of such buildings used in 
the determination of such salaries shall be such as have been respectively certified by 
the schoolhouse commission and approved by the school committee. 

2. Ordered, That the compensation for the janitor service of a single building shall 
be arrived at in the following manner : The several amounts determined by applying 
the rates of compensation for cleaning, hearting, ventilation, and- superintendence to 
the cubic contents of the buildings, and by applying the rates of compensation for 
washing of windows and the care of yards, sidewalks, and lawns to the areas of such 
items shall be added together, and such sum shall be the annual compensation for 
janitor service. 

3. Ordered, That the compensation for the janitor service of buildiings containing 
not more than one classroom and not in charge of the janitor of a larger school 
building and not occupied by classes in manual training or cookery shall be at the 
rate of ?.3 per week. 

4. Ordered, That the compensation for the janitor service of buildings containing 
not more than one classroom and not in charge of the janitor of a larger school building 
and occupied by classes in manual training or cookery shall be at the rate of if4.35 per 
week. 

5. Ordered, That the compensation for the janitor service of building containing not 
more than one classroom, when in charge of the janitor of a larger school building, 
and not occupied by classes in manual training or cookery, shall be at the rate of 
?1.95 per week. 

6. Ordered, That the compensation for the janitor service of buildings containing not 
more than one classroom, when in charge of the janitor of a larger school building, 
and when occupied by classes in manual training or cookery, shall be at the rat(> of 
$2.60 per week. 

7. Ordered, That the compensation for cleaning, heating, ventilation, and super- 
intendence service of a buildiing containing not less than two classrooms and not 
in charge of the janitor of another building shall in no case be less than .?450 per year. 

5. Ordered, That the compensation for the janitor service of buildings containing not 
containing two or more classrooms, and in charge of the same janitor, shall be as per 
schedule for the first and largest building. For each additional building full schedule 
rates shall be allowed for washing of windows, care of yards and sidewalks, and care of 
lawns. For cleaning, heating, ventilation, and superintendence of such additional build- 
ings the compensation shall be 80 per centum of schedule rates. 

9. Ordered, That during the occupancy of the Trade School for Girls as an in- 
dustrial school, the janitor be paid at the rate of $14.45 per week in addition to 
the regular rate for that building. Such compensation does not include payment for 
services which may be rendered because of evening occupancy of the building. 

10. Ordered, That during the occupancy of the Brimmer School Building as an 
industrial school, the janitor of that building be paid at the rate of $12.02 per week 
in addition to the regular schedule rate for that building. Such compensation does 
not include payment for services which may be rendered because of evening occupancy 
of the building. 

11. Ordered, That in addition to the compensation provided by the salary schedule, 
the janitor of the Mechanic Arts High School shall be paid at the rate of $28.20 per 
week for the additional cleaning of shops and lavatories required. 

12. Ordered, That additional compensation at the rate of $36.64 per week lie allowed 
the janitor of the Boston Trade School for the services of an engineer to operate the 
electric generating plant and for the daily sweeping of approximately 27,000 square feet 
of floor space used for shop work, this sweeping being estimated in accordance with the 
salary schedule, said compensation to take effect September 6, 1918. 

13. Ordered, That in addition to the compensation provided in the schedule of com- 
pensation for janitors of school buildings, the janitor of the English High and Public 
Latin Schoolhouse shall be at the rate of $9.75 per week for janitor service in connection 
with the occupancy of part of the building for school committee supply rooms. 



APPENDIX C. 



55 



14. Ordered, That the .schoolhouso couimission is herel)y requested to certify to the 
cuhic contents of all the school buildings in the city, computed in accordance with 
section 3 of the Schedule of Compensation for Janitor Service of School Buildings, 
adopted September 4, 1918. 

15. Ordered, That the compensation for the janitor service of buildings occuiJied for 
school purposes, but in which the heating apparatus is not complete, but is supplied by 
heat from a plant not under the control of the janitor and not in charge of another 
janitor under the control of the. school committee, shall be established in the following 
manner : Full schedule rate shall be allowed for cleaning, washing, windows, care of 
yards and sidewalks, and care of lawns ; for heating, ventilation, and superintendence, 
the compensation shall be at the rate of 50 per centum (50 per cent) of the schedule rate. 

16. Ordered, That the annual compensation for the janitor service of each building or 
group of buildings shall be paid to the person appointed to the position of " janitor " of 
each building or group of buildings in weekly instalments, and each such weekly instal- 
ment shall be 7/365 of the annual compensation as set forth in orders No. 2 and No. 7. 



Ordered, That the salary of school matrons is hereby established at the rate of six 
hundred and forty-four dollars ($644) per annum, to take effect September 6, 1918, and 
to continue until otherwise ordered. 



Application of schedule of rates to pm-ticuJar duildiiigs. 



Name of school. 


Cubical 

contents 
minus 

unused 
attic 
space. 


Cleaning. 


Heating, 
ventilat- 
ing, and 
superin- 
tendence. 


Cleaning 
windows. 


Care of 
sidewalks 
and yards. 


Care of 
lawns. 


Total. 


Bennett 


363, 751 
227, 004 
543, 583 
656, 400 
847, 261 
630, 208 
1, 257, 043 
202, 180 
463, 718 
591, 522 
204, 078 
448, 553 


?616. 75 
480.00 
796. 58 
909. 40 

1,100.26 
883.21 

1,520.04 
4.5.5. 18 
716. 72 
844.52 
457. 08 
669. 55 


S615. 38 
492. 30 
759. 79 
816. 20 
911.63 
803. 10 
1, 635. 04 
469. 96 
705. 35 
783. 76 
471.67 
801.19 


S42. 87 
31.42 
71.91 
89.68 
102. 04 
105. 81 
169. 83 
25.99 
62.83 
56.89 
44.02 
56.30 


S52. 03 
136. 91 
71.15 
69.80 
113.27 
72.48 
89.43 
22.26 
23.06 
46.18 
22.71 
27.61 


$14.38 

42.' 87' 

19.05 


$1,341.41 


Damon 


1,140.63 


Emerson 


1, 742. 30 


Gaston 

Hancock 


1, 904. 13 
3, 05:3. 33 


Lowell 


11.77 
53.78 


1,876.37 


Mather 


3 468.12 


Parkman 


973. 39 


Quincy 




1,507.96 


Rice 


12.47 


1,743.82 


Tappau 


995. 48 


Wells 




1, 584. 65 









o 



